Papers by Safaa M . abdelhalim
University EFL instructors’ engagement with generative AI: A cross-cultural analysis, 2025
Anchored in a framework that merges the Technology Acceptance Model (TAM) with Sociocultural Theo... more Anchored in a framework that merges the Technology Acceptance Model (TAM) with Sociocultural Theory (SCT), this research investigates how university EFL instructors in Saudi Arabia, Egypt, Mexico, and Turkey are integrating Generative AI (GenAI) tools into their practice. The analysis moved beyond the simplistic view that technology uniformly enhances learning. Instead, it considered pedagogical beliefs, individual attitudes toward GenAI, the perceived strength of institutional support, the level of trust in the tools, and the core TAM constructs. A cross-sectional survey data from 307 instructors, 210 of whom indicated they were actively deploying GenAI in their classes, were analyzed. Results uncovered crossnational variation in pedagogical orientation and institutional affordances. Mexican and Turkish participants tended to favour constructivist approaches, while Saudi and Egyptian colleagues were more rooted in transmissive pedagogies. Constructivist orientations were consistently linked to higher ratings of perceived utility and ease of use. Attitudes toward GenAI proved to be the strongest predictor of intention to use, which, together with perceived usefulness, also predicted actual classroom use. In contrast, perceived trust and institutional support did not manifest as direct drivers of use, highlighting a gap between what instructors intend and what they enact. By merging TAM cognitive orientation with SCT emphasis on the wider sociocultural setting, the research contributes a layered understanding of the factors shaping GenAI uptake in EFL settings. The findings underscore a mix of opportunities and challenges, stressing the need for belief-sensitive professional development, culturally responsive policies, and ethically informed design of AI tools for language education.
International Journal of English Language and Literature Studies, 2025
This study is one of the few investigations into generational differences in English-Arabic code-... more This study is one of the few investigations into generational differences in English-Arabic code-mixing in Saudi Arabia. It documents that older speakers tend to code-mix more frequently, whereas younger speakers adopt a more selective approach that is influenced by social factors, including identity, audience awareness, and digital media. The findings highlight the evolving nature of bilingual language use among different age groups and underscore the importance of social context in language behavior.
Forum for Linguistic Studies, 2025
The growing integration of Generative AI (GenAI) tools in language education presents new opportu... more The growing integration of Generative AI (GenAI) tools in language education presents new opportunities for enhancing learner engagement. However, empirical evidence on their effectiveness remains limited, particularly in project-based and collaborative contexts. This study examined the impact of integrating GenAI tools into collaborative Project-Based Language Learning (PBLL) on EFL undergraduates' engagement and agency. Using a quasi-experimental pre-/post-test control group design and a sequential mixed-methods approach, the study combined quantitative questionnaire data with qualitative reflections. Results showed significant improvements across emotional, behavioural, cognitive, and agentic engagement dimensions, with the most substantial gains in emotional and agentic domains. Student reflections supported these findings, revealing increased motivation, confidence, participation, and a stronger sense of autonomy. Emotional responses evolved from initial uncertainty to enthusiasm, while students demonstrated leadership and self-directed learning. Participants valued the combination of GenAI with peer collaboration and teacher support, highlighting the importance of balancing technology with human interaction. The study underscores the potential of GenAI-driven PBLL to create engaging, learner-centred environments and offers practical insights for educators seeking to integrate AI meaningfully. It calls for inclusive, autonomy-supportive learning conditions that scaffold the use of GenAI while fostering reflective, active, and personalized language learning experiences.
Journal of English Language Teaching and Applied Linguistics, 2025
This research examines parental involvement in interactive reading and its influence on preschool... more This research examines parental involvement in interactive reading and its influence on preschoolers' vocabulary development in Saudi Arabia. This research recognizes the vital role of the parents in initial language acquisition and focuses on how specific interactive reading strategies, like shared storytelling, dialogic inquiry, and child-led book selection, aid in vocabulary growth. Semi-structured interviews were conducted with five mothers from Aletqan Private School using a qualitative approach to learn their reading routines, perceived outcomes, and challenges. Four key areas were revealed through the thematic analysis: the effect of constant reading habits, increased vocabulary, a visible increase in language use, and coping with engagement. Results show that daily interactive reading with parental enthusiasm and tailored reading techniques further growth in vocabulary and develop a long-term love for reading. The study adds culturally salient insights to the early childhood education literature in Saudi Arabia and contributes meaningfully to the practice of language development among young learners, parents, educators, and policymakers to improve this important outcome.
Research Article, 2025
Grounded in Vygotsky's sociocultural theory, this study examines the effectiveness of integrating... more Grounded in Vygotsky's sociocultural theory, this study examines the effectiveness of integrating ChatGPT into classroom instruction to enhance vocabulary learning. It evaluates ChatGPT's impact on vocabulary knowledge and retention compared to traditional teacher-led instruction. Using a quasiexperimental pre-and posttest control group design within an explanatory sequential mixed-methods approach, 71 EFL learners were randomly assigned to an experimental group (EG) and a control group (CG). The EG used ChatGPT as an interactive language tool, engaging in vocabulary practice, receiving real-time feedback, and completing AI-generated exercises tailored to their progress, while the CG followed traditional lecture-based instruction. Data collection included vocabulary knowledge tests (pretest, posttest, and delayed posttest) and semi-structured interviews. Quantitative results showed that the EG significantly outperformed the CG in productive vocabulary knowledge and overall test scores, with moderate to large effect sizes. While receptive vocabulary gains did not differ significantly between groups, within-group comparisons confirmed substantial improvements. Qualitative findings highlighted students' positive perceptions, emphasizing ChatGPT's role in enhancing engagement, motivation, and contextual vocabulary use through scaffolded interaction. This study contributes to the growing field of AI-driven language learning by demonstrating how structured, theory-informed integration of ChatGPT can effectively support productive vocabulary development, offering both practical and pedagogical insights.
3L: Language, Linguistics, Literature® The Southeast Asian Journal of English Language Studies, 2024
The concept of literacy has evolved beyond traditional reading and writing skills, encompassing d... more The concept of literacy has evolved beyond traditional reading and writing skills, encompassing dynamic practices driven by digital sources and distributed cultures. However, empirical research suggests that despite their familiarity with web-based technologies, digital natives often lack the critical digital literacy (CDL) skills necessary for effective digital citizenship and academic contexts. The same concern applies to language learning as well. Therefore, it is crucial for language education to identify and examine the beliefs and practices related to CDL among EFL learners. This large-scale study focuses on CDL with a specific emphasis on the Arabic-speaking context, specifically targeting EFL undergraduates who are actively involved in supporting their language learning through self-study using online sources. The main aim of this study is to explore CDL practices among these students, investigate the impact of engaging in CDL practices on their language learning, and examine the correlation between CDL practices and language learning engagement. Furthermore, the study explores factors that facilitate or hinder CDL practices, considering demographic variables such as gender, academic major, and language proficiency. Using a mixed-methods approach with a descriptive cross-sectional survey design, data were collected from 387 first-year EFL undergraduates through structured and open-ended questions. The findings revealed diverse CDL practices among students, with positive perceptions of its impact on language learning. There was a positive correlation between CDL practices and English language learning engagement. Students identified several factors that mediated the development and practice of CDL skills. Significant pedagogical implications and potential directions for future research aimed at enhancing CDL among EFL learners are discussed.
Cogent Arts & Humanities, 2025
This study investigates how AI tools perform in the nuanced field of literary translation, offer... more This study investigates how AI tools perform in the nuanced field of literary translation, offering insights for both researchers and practitioners.
From traditional writing to digital multimodal composing: promoting high school EFL students’ writing self-regulation and self-efficacy
Computer assisted language learning, Feb 29, 2024
Using <scp>ChatGPT</scp> to promote research competency: <scp>English as a Foreign Language</scp> undergraduates' perceptions and practices across varied metacognitive awareness levels
Journal of computer assisted learning, Feb 1, 2024
Research Square (Research Square), Jan 30, 2024
Practicum supervisory feedback is widely regarded as a valuable source of knowledge and professio... more Practicum supervisory feedback is widely regarded as a valuable source of knowledge and professional development for preservice teachers and contributes signi cantly to the practicum experience. This mixed-methods study examined the content and linguistic features of supervisory written feedback (SWF) within the context of English Language Teaching (ELT) practicum supervision. It also examined preservice teachers' perceptions regarding the feedback to determine whether the feedback aligned with their perceptions. We considered data from 1,981 SWFs collected from 27 ELT practicum supervisors, along with preservice teachers' responses to a questionnaire and semi-structured interview. The analysis revealed some congruity between the level, focus, and wording of the SWF and preservice teachers' perceptions of the given feedback. Most feedback provided was on task performance, speci cally evaluative. The study highlights the importance of language in SWF, showing that using words expressing cognitive meaning can promote students' deeper thinking and, consequently, positive perception. Additionally, almost all preservice teachers asserted that SWF should be speci c, clear, and detailed enough, as general comments like "students didn't understand the lesson" are considered "vague and misleading," leaving them wondering about how to x their weaknesses. This nding con rms Henderson et al.'s (2019a) argument that unclear feedback could lead to misunderstanding, disappointment, and disengagement among students. Furthermore, positive and corrective directive feedback targeting speci c teaching practices and suggesting concise changes produces the desired outcomes (O'Donovan et al., 2016). Conclusion and implications Building on previous work, this study compiled data from SWF and preservice teachers' questionnaires and interviews to explore supervisors' current feedback practices and their congruence with preservice teachers' perceptions and satisfaction. The ndings revealed that while SWF contained fewer comments that provided opportunities for formative feedback (feedback at the CD/A
Overcoming academic vocabulary errors through online corpus consultation: the case of Saudi English majors
Computer Assisted Language Learning, Aug 25, 2023
The present study investigated the impact of self-regulated strategy development reading interven... more The present study investigated the impact of self-regulated strategy development reading intervention on improving Saudi female English majors' reading skills and reading self-efficacy. The study is significant with respect to its implication for the pedagogy of English as a foreign/second language that hopefully may broaden insights into the self-regulated reading process and reading self-efficacy among Saudi female university students. The study addressed three main research questions: (1) What is the effect of selfregulated strategy development on enhancing first-year Saudi female English majors' reading comprehension skills? (2) What is the impact of self-regulated strategy development on enhancing firstyear Saudi female English majors' reading self-efficacy? (3) What is the relationship between enhancing students' reading comprehension skills and reading self-efficacy? Based on the quasi-experimental design, two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental). The experimental group students (N=40) were taught using the self-regulated strategy development, while the control group (N=40) students were taught using the traditional teaching method. The research data were collected from two equivalent reading comprehension tests (pre-and post-tests) and a reading self-efficacy scale. The results revealed statistically significant differences between the two groups' mean scores on the post-tests in favor of the experimental group. Results also indicated an enhancement in the experimental group students' reading comprehension skills and subskills, and reading self-efficacy. Pedagogical implications for reading instruction and recommendations for future studies are discussed.
Journal of language teaching and research, Mar 1, 2024
Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi un... more Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive statistics while interview and classroom observation data were analyzed qualitatively. Instructors' beliefs were examined in terms of their conceptions of thinking skills, and their perceptions of the importance of creating and sustaining a CoT in EFL classrooms. Their beliefs and reported practices were then compared to their actual classroom practices. Data analysis revealed several key findings. Firstly, there was an obvious incongruence between instructors' stated beliefs, reported practices, and actual classroom teaching practices. Though most instructors were favorable toward the CoT, they did not apply it to their classrooms. Secondly, several factors were identified to have mediated instructors' beliefs and practices pertaining to the CoT. These factors were related to cultural values (e.g., individual thinking, obedience, and respect for adults) as well as institutional and classroom contexts (e.g., workload, examination system, students' thinking habits, and language proficiency). Finally, instructors lacked the strategies necessary to effectively implement CoT. Based on these findings, pedagogical implications and future research studies are proposed.
Arab World English Journal, Jun 24, 2022
The present study investigated the impact of self-regulated strategy development reading interven... more The present study investigated the impact of self-regulated strategy development reading intervention on improving Saudi female English majors' reading skills and reading self-efficacy. The study is significant with respect to its implication for the pedagogy of English as a foreign/second language that hopefully may broaden insights into the self-regulated reading process and reading self-efficacy among Saudi female university students. The study addressed three main research questions: (1) What is the effect of selfregulated strategy development on enhancing first-year Saudi female English majors' reading comprehension skills? (2) What is the impact of self-regulated strategy development on enhancing firstyear Saudi female English majors' reading self-efficacy? (3) What is the relationship between enhancing students' reading comprehension skills and reading self-efficacy? Based on the quasi-experimental design, two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental). The experimental group students (N=40) were taught using the self-regulated strategy development, while the control group (N=40) students were taught using the traditional teaching method. The research data were collected from two equivalent reading comprehension tests (pre-and post-tests) and a reading self-efficacy scale. The results revealed statistically significant differences between the two groups' mean scores on the post-tests in favor of the experimental group. Results also indicated an enhancement in the experimental group students' reading comprehension skills and subskills, and reading self-efficacy. Pedagogical implications for reading instruction and recommendations for future studies are discussed.
International Journal of English Language Teaching (IJELT) is a peer-reviewed international journ... more International Journal of English Language Teaching (IJELT) is a peer-reviewed international journal run by the European Centre for Research Training and Development, United Kingdom. IJELT aims at reporting high-quality empirical and original research contributions for the benefit of teachers and researchers in the field of English Language Teaching. The scope includes theory and practice in English language teaching and learning, language teachers’ training and education, teaching English as a second or foreign language. It also publishes book reviews of potential interest to readers.
مجلة دراسات فی المناهج وطرق التدریس, 2015
ensayo fue ofrecida como ponencia en la 2001 MLA Convention, que tuvo lugar en New Orleans entre ... more ensayo fue ofrecida como ponencia en la 2001 MLA Convention, que tuvo lugar en New Orleans entre el 26 y el 30 de diciembre, dentro de la sesión «Reconfiguración de la tradición en la cultura española contemporánea». Deseo expresar mi deuda con la Dra. Pilar Nieva de la Paz por sus sugerentes comentarios, a José Miguel Manzanares por su asesoramiento sobre la vigencia actual de algunas faenas agrícolas descritas en la obra, y a José Ibáñez por su colaboración como ayudante de investigación.
article , 2015
This study examined the impact of Mediated Cognitive Strategies (MCS) instruction delivered throu... more This study examined the impact of Mediated Cognitive Strategies (MCS) instruction delivered through the Gradual Release of Responsibility (GRR) Model and parental involvement on the English literacy skills and self-efficacy of struggling third-grade readers and writers. The participants were twenty-five third-grade students with diverse cultural and linguistic backgrounds, selected from two Saudi international schools. The intervention spanned 14 weeks and involved using culturally relevant texts at the third-grade level to teach cognitive strategies. Pre- and post-intervention assessments were conducted to measure the students' literacy skills using literacy pre-posttests. Additionally, self-efficacy in reading and writing was evaluated through a self-efficacy scale and focus group interviews before and after the intervention. The findings revealed a significant positive effect of the program on the development of literacy skills and self-efficacy among struggling third-grade readers and writers. However, no significant correlation was observed between the enhancement of literacy skills and self-efficacy beliefs among the students in the treatment group.
International Journal of English Language Teaching, 2014
This study aimed at investigating the effectiveness of a training program based on the post proce... more This study aimed at investigating the effectiveness of a training program based on the post process approach in enhancing English prospective teachers' presentational communication skills and intercultural communication competence. Sample of the study consisted of thirty six prospective teachers. Written and oral presentational communication tests, an intercultural competence situation test and scale were administered to the study participants before and after the treatment. Participants' performance on the post-tests revealed that they made tangible progress in their presentational skills and intercultural competence. Hence, this study was successful in achieving its aim. Theoretical and practical implications of the study results are discussed.
SSRN Electronic Journal
Using corpora as a learning tool in Second Language writing has gained popularity recently. The p... more Using corpora as a learning tool in Second Language writing has gained popularity recently. The present study aimed to explore how Saudi EFL students perceive and engage with direct corpus consultation activities in academic writing as an effective method of overcoming their vocabulary errors. Hopefully, this study will provide insights into the issue of raising awareness among both EFL university students and writing teachers about the benefits of direct corpus consultation in academic writing, as well as highlighting the potential challenges students might face. Two specific questions were addressed in the study: How do Saudi EFL students perceive direct corpus consultation as a method for overcoming vocabulary errors in academic writing? What are the challenges that EFL students encounter when they use direct corpus consultation? Based on convenience sampling, a total of 32 Saudi female students majoring in English participated in the study. The study employed a mixed-method approach to increase the credibility of the study results. The study data were collected from a structured questionnaire based on a 6-point Likert scale and semi-structured interviews. The corpus used was the Corpus of Contemporary American English. The findings of both the quantitative and qualitative analysis revealed that the participants were positive about using direct corpus consultation to improve vocabulary and academic writing. In addition, some challenges associated with using direct corpus consultation were outlined in the study findings. The study concluded with several recommendations for future research and pedagogical implications.
Arab World English Journal (AWEJ), 2023
Using corpora as a learning tool in Second Language writing has gained popularity recently. The p... more Using corpora as a learning tool in Second Language writing has gained popularity recently. The present study aimed to explore how Saudi EFL students perceive and engage with direct corpus consultation activities in academic writing as an effective method of overcoming their vocabulary errors. Hopefully, this study will provide insights into the issue of raising awareness among both EFL university students and writing teachers about the benefits of direct corpus consultation in academic writing, as well as highlighting the potential challenges students might face. Two specific questions were addressed in the study: How do Saudi EFL students perceive direct corpus consultation as a method for overcoming vocabulary errors in academic writing? What are the challenges that EFL students encounter when they use direct corpus consultation? Based on convenience sampling, a total of 32 Saudi female students majoring in English participated in the study. The study employed a mixed-method approach to increase the credibility of the study results. The study data were collected from a structured questionnaire based on a 6-point Likert scale and semi-structured interviews. The corpus used was the Corpus of Contemporary American English. The findings of both the quantitative and qualitative analysis revealed that the participants were positive about using direct corpus consultation to improve vocabulary and academic writing. In addition, some challenges associated with using direct corpus consultation were outlined in the study findings. The study concluded with several recommendations for future research and pedagogical implications.
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Papers by Safaa M . abdelhalim