Bibliographic Details
| Title: |
Speaking with AI: the impact of microsoft 365 copilot voice chat on EFL learners' fluency, interactional competence, and autonomy. |
| Authors: |
Abdelrady, Abbas Hussein, Khalil, Abdelhamid A., Ali El Deen, Abdul Aziz Mohamed Mohamed, Alnofal, Abdulaziz Ibrahim S., Mohamed, Amr M. |
| Source: |
Frontiers in Education; 2026, p1-14, 14p |
| Subject Terms: |
Learner autonomy, Microsoft Copilot, Language ability, Limited English-proficient students, Communicative competence, Speech anxiety, Computer assisted instruction |
| Company/Entity: |
Microsoft Corp. |
| Abstract: |
Introduction: The growing availability of generative artificial intelligence (AI) tools has created new opportunities to enhance language learning, particularly speaking practice. However, studies on the effectiveness of AI voice-chat applications in enhancing English as a Foreign Language (EFL) learners' speaking skills and autonomy remain limited. Methods: This mixed-methods quasi-experimental study investigated the effects of Microsoft 365 Copilot voice chat on speaking fluency, interactional competence, and learner autonomy of 52 university English as a Foreign Language (EFL) learners over eight weeks. The experimental group (n = 26) engaged in voice-based speaking tasks with Copilot, while the control group (n = 26) completed parallel peer-to-peer speaking activities. Results: Quantitative analyses revealed that the experimental group demonstrated greater improvements in speech rate, mean length of run, and pause reduction, as well as larger improvements in turn-taking, repair strategies, and topic management. Learner autonomy scores increased significantly only for the experimental group [ t (25) = 4.12, p <.001, d = 0.82, mean difference = 0.90, 95% CI [0.45, 1.35]], with 71% of participants voluntarily exceeding the required practice time. Qualitative reflective responses with eight experimental participants indicated reduced speaking anxiety, perceived usefulness of immediate feedback, and increased motivation. Discussion: These findings suggest that AI voice chat, when integrated into learners' existing academic tools, may support multidimensional speaking development and autonomous practice in EFL contexts. [ABSTRACT FROM AUTHOR] |
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| Database: |
Complementary Index |