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Description
Self-assessment stands as a pivotal skill for EFL (English as a Foreign Language) students, essential for fostering independence in the contemporary era dominated by information and technology. This study delves into the transformative potential of integrating AI tools, particularly Copilot, to bolster EFL learners' self-assessment proficiencies. Grounded in the premise that self-assessment profoundly influences academic performance and writing competencies, this research aligns with prior studies indicating the inadequacy of conventional feedback mechanisms without intrinsic self-assessment capabilities. Leveraging the technological landscape, this study examines the viability of AI interventions in cultivating EFL students' self-assessment aptitude. Conducted over 16 weeks within a university setting, this experimental study involved 87 non-major English students. Employing quantitative and qualitative methodologies, the study evaluates the efficacy of integrating Copilot in enhancing students' self-assessment skills and academic performance. The quantitative analysis reveals a statistically significant improvement in both self-assessment abilities and academic outcomes, establishing a positive correlation. Complementing these findings, qualitative data highlights students' favorable perceptions towards the AI-driven intervention, indicating its potential as an innovative pedagogical approach. The findings underscore the utility of AI tools as catalysts for advancing EFL pedagogy, particularly in the domain of testing and assessment. This research contributes to the growing body of literature advocating for the integration of technology-enhanced learning methodologies in language education. EFL educators are encouraged to embrace AI interventions as viable means to augment students' self-assessment competencies, thereby fostering a more empowered and self-directed learning paradigm.
