Digital Scaffolding as Learning Opportunities: Enhancing Vocabulary Knowledge through Copilot AI
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| Title: | Digital Scaffolding as Learning Opportunities: Enhancing Vocabulary Knowledge through Copilot AI |
|---|---|
| Language: | English |
| Authors: | Miew Luan N.G, Ali Al Ghaithi, Behnam Behforouz |
| Source: | Educational Process: International Journal. Article e2026012 2026 20. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Scaffolding (Teaching Technique), Electronic Learning, Artificial Intelligence, Vocabulary Development, Second Language Learning, English (Second Language), Foreign Countries, Technology Uses in Education, Arabic, Higher Education, College Students, Second Language Instruction |
| Geographic Terms: | Oman |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The primary objective of this paper was to measure the effect of Copilot AI on vocabulary improvement among language learners. Materials/methods: The study involved 90 Omani students with pre-intermediate English proficiency, randomly divided into three groups: control, experimental A, and experimental B, with equal allocation. While all groups received in-class training, experimental A used Copilot in the classroom setting, and experimental B used Copilot outside classes for extra vocabulary practice and feedback. Some researcher-developed tests were prepared as pretests, posttests, and delayed posttests, with high validity and reliability, to measure the impact of the treatment and compare results promptly. Results: The study's findings revealed that all groups made significant progress in their posttests; however, experimental group A performed the best, followed by experimental group B and the control group. Later, the analysis of the delayed posttest revealed progress in experimental group A with no sign of improvement in the other two groups. Additionally, in this delayed posttest, the control group's scores decreased dramatically. Conclusion: As an educational facilitator, Copilot helped improve students' vocabulary. Although the study's results emphasize the advantages of Copilot AI in the learning process, further studies could examine students with varying proficiency levels and other subskills, such as speaking, reading, and writing. Additionally, qualitative studies could give a clear picture of students' satisfaction in using AI tools as learning facilitators. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497347 |
| Database: | ERIC |
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