Language Assessment, Language Testing, Language policy
14
Scopus Publications
Scopus Publications
Use of AI Tools in Navigating Reading Difficulties of Adult EFL Learners Abdullah Alshakhi World Journal of English Language, 2025 Reading is often a neglected skill in language pedagogy. Reading is a very significant skill since language learning depends a lot on reading skill, and moreover, adult learners’ progress in higher education depends a lot on their reading habits. Fast reading with full comprehension is the target of developing reading skill. However, sometimes learners, particularly English as a Foreign Language (EFL) learners, find it difficult to achieve this objective. That results in the learners either developing painfully slow reading habits in English or low reading comprehension, if they try to be fast readers. Research studies have explored the common reading difficulties of such learners. However, research is still lacking in finding effective solutions to overcome the reading difficulties of adult EFL learners. Advanced AI applications used as educational aids have raised hopes in this regard. The present mixed-methods research with a quasi-experimental design, conducted over a three-month period with Saudi undergraduate EFL students, examined whether the AI tool ‘Actively Learn’ is effective in helping adult learners navigate their reading difficulties resulting in enhancement in their reading comprehension. The targeted aspects of reading activities to be improved in their reading course were speed of reading English texts, global comprehension, and grasping meanings of new words from their context. The results obtained show a gradual improvement in learners’ reading skills as the monthly tests report significant differences in their reading achievement from test to test (Pretest vs. Test 1: t 5.164 p 0.0001; Test 1 vs. Test 2: t 6.967 p 0.000; Test 2 vs. Test 3: t 7.934 p 0.000; Pretest vs. Test 4: t 19.12 p 0.000). Findings of the study are very significant, as they lay the foundation for a strong belief in the capability of AI-powered tools to impact students’ reading habits positively. In Saudi Arabian contexts, the study paves the way for further research in this significant academic area and adds to the body of existing research literature.
Effects of the Use of Generative AI Tools on EAP Writing Development: A Case Study with Medicine Undergraduates Abdullah Alshakhi International Journal of Learning Teaching and Educational Research, 2025 The present empirical study examines the impact AI tools intervention may have on the writing development of undergraduate EFL learners. This mixed-methods research was conducted at a Saudi university with sixty students as participants to teach writing short essays focused on medical issues. The participants were taught to plan, organize, draft, revise and prepare the final drafts of the essays on given topics using AI tools, such as ResearchRabbit for referencing, Acrobat Chat with PDFs for summary, and Otio for grammar check and planning, drafting and revising the essays. The study involved experimental teaching, conducted for 4 weeks. The participants were undergraduate students majoring in Medicine and learning English for one year as a pre-requisite for university study. After a pre-test, two groups- experimental and control- were formed dividing the research subjects randomly. The research subjects in the experimental group were taught to use AI tools to search relevant medical terminology, search reference materials and prepare bibliography, checking English grammar and usage, organizing, planning, drafting and revising their essays. On the other hand, research subjects in control group were taught to write essays on the same topics using a traditional approach, that is, finding relevant terms using online or offline dictionary, using their knowledge of grammar to write error-free essays, finding relevant ideas from online/offline sources, planning, drafting and writing the essays. The control group participants were strictly forbidden to take AI help in any way. After the experimental teaching, the groups were given a post-test. The marks obtained by participants were compared. The mean of marks obtained by experimental group participants was higher by 2.95 points, with t-test value 8.83 (statistically significant at p .05). The t-test value obtained on a comparison of the pre-assessment and post-assessment scores of the experimental group participants was 4.743 (statistically significant at p .05). Thus, the research findings show positive effects of AI tools intervention on participants’ writing development.
Integration of Test-Taking Strategies Training in EFL Teachers’ Pedagogical Practices Abdullah Alshakhi, Zainab Jarallah Alzahrani Journal of Curriculum Studies Research, 2025 Test-taking process and strategy training is a very significant part of teaching, and especially relevant for EFL learners since foreign [English] language test anxiety is very common among EFL learners. Teachers play a crucial role in developing their students’ test-taking strategies. However, not all strategies employed by learners, and sometimes even encouraged by their teachers to use in tests, may be construct-relevant and directly contributing to the actual assessment of their language proficiency, even if those strategies may be helping them cope with exam stress, and also, sometimes helping them score well. The present paper is based on an investigation conducted at a Saudi university into EFL teachers’ integration of construct-relevant/-irrelevant test-taking strategies in their instructional approaches. It was a mixed-methods research conducted with six EFL teachers as participants who, in a survey questionnaire and structured interviews, expressed their perceptions on the strategies they teach and their perceived effect on students. The findings show that although teachers make sure to teach only construct-relevant strategies, students do resort to construct-irrelevant strategies as well. The findings of the present research are very significant as they help teachers in better supporting their students to improve their overall academic achievement in Saudi EFL contexts. The study will also help ensure a supportive learning environment for students by promoting Test-Taking Strategies as a significant component of success in their language learning journey.
Task-Based Language Assessment: A Case Study in Effectiveness in EFL Contexts Abdullah Alshakhi, Marwan Albalawi Forum for Linguistic Studies, 2024 Language assessment bears profound influence on language learning, especially in foreign language teaching and learning environments. Formative assessment using feedback and correctional strategies facilitates learning very effectively. Task-based language assessment (henceforth TBLA) employed as a formative assessment technique is a comparatively new assessment model. The present paper discusses the results obtained from a qualitative study conducted with undergraduate students at a Saudi university investigating the effectiveness of TBLA as an assessment technique as well as a learning aid helping learners improve their writing skills. Observation, semi-structured interview, and document analysis were used as data collection instruments in the study. The findings show that TBLA aligns very strongly with the given syllabus objectives and enhances learners’ language use and higher order thinking skills. The findings of the present study have serious pedagogical implications in Saudi Arabian EFL contexts as the technique is found to be effective in improving learners’ English writing skills.
Speaking Skill Assessment Instrument Validity: An Investigation into Instructors’ Perceptions Abdullah Alshakhi Journal of Ecohumanism, 2024 To EFL learners, speaking the target language with satisfactory fluency is a highly significant aspect of learning the language. Assessment of learners’ progress and achievement in speaking skills is equally significant to identify the course of further action, whether it is for feedback, placement, or grading. At the English Language Institute (ELI), King Abdulaziz University in Saudi Arabia, learners’ proficiency in spoken English is assessed for end-of-the-term grading using Interview and Speaking Project as test instruments. The Interview questions are random, while the Speaking Project involves collection of materials on a chosen topic and report writing, followed by presentation and question-answer session. An empirical research study was conducted to examine ELI teachers’ perceptions on the reliability and validity of the two assessment instruments to accurately measure learners’ proficiency in speaking skill and meeting the requirements to reflect the learning outcomes designed for the speaking English course. The data were collected through a survey questionnaire and a structured interview. The surveyed instructors were also encouraged to express their opinions on the role of formative assessment in determining learners’ final grades in English speaking skill.
The Effect of Emotional Intelligence and Self-Efficacy Awareness on EFL Teachers’ Pedagogical Practices: A Qualitative Study in the Saudi EFL Context Sarah Muidh Al-Otaibi, Abdullah Alshaikhai Journal of Language Teaching and Research, 2023 The study aims to explore the EFL Saudi teachers’ perceptions of awareness of emotional intelligence (EI) and self-efficacy. It aims to explore the EFL teachers’ awareness of EI and self-efficacy that might influence their performances in EFL classrooms. Moreover, the study examines EI and self-efficacy strategies used by EFL teachers to aid them in their classrooms. The study uses a qualitative paradigm by collecting data using two tools: a workshop and follow-up semi-structured interviews. The data were collected at a Saudi university’s English Language institute. The sample consisted of six Saudi EFL teachers. The findings reveal that teachers have positive perceptions of the awareness of EI and self-efficacy. In addition, teachers utilized their social surroundings in attempting to understand their students’ needs to facilitate the learning process. Despite being unfamiliar with technical terms, teachers’ responses were aligned with the cornerstones of EI and self-efficacy. Teachers emphasized the role of gaining knowledge through their experiences which thus helps them in their pedagogical practices. Based on the findings of the study, pedagogical implications and future research recommendations were suggested.
A Comparative Study of EFL Instructors’ Essay Rating: Holistic Versus Analytic Approaches at a Tertiary Institution in Saudi Arabia Shifa Alotibi, Abdullah Alshakhi Theory and Practice in Language Studies, 2022 This study seeks to explore the factors that influence EFL instructors’ rating decisions while using holistic and analytic rubrics. Few studies have been conducted on the factors that influence the rating practices of EFL instructors, specifically, in the Saudi EFL context. This study addresses this gap and contributes more broadly to the understanding of the interplay between EFL instructors and the use of holistic and analytic rubrics. The data were collected in a Saudi university at a preparatory year program (PYP). This study utilizes semi-structured interviews with eleven EFL instructors from different nationalities. Guided by the critical language testing as a theoretical framework and with qualitative analysis, the study reveals that critical language testing can minimize the negative consequences of writing assessment done by graders; however, students’ low English proficiency, time constraints, heavy workload can negatively affect the rating practices. Finally, several pedagogical implications, insights, and recommendations for future research are put forward in the conclusion.
