Аннотация
The present study examines the impact of artificial intelligence-powered Copilot assistants on the development of university students’ speaking abilities in an English as a foreign language context. The research was conducted over a fifteen-week period during the first semester of the 2025-2026 academic year and involved 120 pre-intermediate level university students. To evaluate the impact, the research used a quasi-experimental design with pre/posttests, comparing students’ speaking performance before and after the intervention. The instructional intervention integrated Copilot assistants into structured speaking activities, providing students with guided practice, instant feedback, and opportunities for self-correction. The analysis showed significant improvements in students’ speaking performance following the intervention. These findings suggest that artificial intelligence powered Copilot assistants can effectively enhance speaking skills by supporting consistent practice and individualized feedback. Additionally, a supplementary survey was conducted to explore students’ perceptions, usage patterns, and expectations regarding AI tools in language learning. The study provides empirical evidence for the expanding role of artificial intelligence technologies in language education and demonstrates their pedagogical potential to improve communicative competence in higher education. The findings further suggest that integrating intelligent digital tools into speaking instruction fosters more interactive, learner-centered, and effective language learning environments.