This study investigated the impact of generative AI-assisted writing feedback, specifically using Grammarly, on English as a Foreign Language (EFL) learners’ writing proficiency, revision practices, and writing quality. Sixty postgraduate EFL students were randomly assigned to either an experimental group using Grammarly as an AI-enhanced feedback system or a control group receiving traditional instruction. Pre- and post-tests assessed overall writing proficiency, and semi-structured interviews were conducted with 25 students from the experimental group to gather qualitative data. Quantitative results indicated that the experimental group achieved significantly higher post-test scores than the control group. Additionally, positive correlations were found between the use of AI features, including generative AI, grammar, and vocabulary tools, and increased revision frequency, as well as improvements in content, organization, and cohesion. Thematic analysis of the qualitative data revealed that AI-assisted feedback promoted student engagement by reducing frustration, boosting confidence, and facilitating a greater sense of accomplishment. Participants emphasized the need to strategically integrate AI tools with traditional instruction, to foster critical thinking, and for AI tools to prioritize natural language fluency as well as to provide detailed feedback beyond basic grammar and mechanics. These results suggest that generative AI-assisted writing feedback, when used with pedagogical awareness, can effectively enhance EFL learners’ writing skills and support active participation in the writing process. The study also highlights that critical thinking skills are essential and that students should avoid overreliance on AI tools.

This mixed-methods study, informed by Social Cognitive Theory, investigates the interplay of technological self-efficacy, intrinsic motivation, and contextual factors in shaping e-learning strategy use and overall satisfaction among advanced EFL university students. A quantitative survey of 147 students provided broad insights, which were enriched by a qualitative case study of three learners offering detailed perspectives. Quantitative results revealed significant positive correlations between technological self-efficacy and both e-learning strategy use and overall satisfaction, as well as between contextual factors and these same outcomes. While intrinsic motivation showed significant correlations with strategy use and satisfaction, it did not directly predict overall satisfaction in the regression analysis. However, this highlights its role in shaping the learners’ choice and application of strategies. The regression model also showed that both technological self-efficacy and positive perceptions of contextual factors were significant direct predictors of overall satisfaction. The analysis of qualitative data underscored the importance of diverse learning strategies (cognitive, metacognitive, and social-affective) and highlighted key contextual factors, such as structured curricula, formative assessments, interactive instruction, and opportunities for peer interaction. Furthermore, findings indicated that years of study influenced e-learning strategy use, and that prior online learning experience was linked to overall satisfaction. These findings emphasize the need for e-learning environments that foster technological self-efficacy and positive perceptions of contextual factors, and that support intrinsic motivation through engagement and challenge. Further research is recommended to explore these complex interactions in varied learning contexts and with larger and more diverse samples to identify specific patterns and developmental trajectories in e-learning.

This mixed-methods study investigated the impact of technology integration professional development (PD) on faculty in Egyptian higher education. The research examined the effectiveness of some existing PD programs, identified barriers and facilitators to technology integration, and explored faculty perceptions and recommendations for improvement. Participants included 52 university faculty members from various educational disciplines who participated in a nationwide technology integration initiative. Data were collected through quantitative surveys, open-ended survey responses, and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic analysis, integrated with word frequency analysis. The convergence of these datasets provided a robust and nuanced understanding of faculty needs and PD effectiveness. Key findings revealed a strong demand for practical, hands-on training that is directly applicable to specific teaching contexts and disciplines. Participants emphasized the need for PD to explicitly connect technology use to sound pedagogical principles and learning theories. Significant concerns were raised regarding the ethical implications of AI and the need for equitable access to technology. Faculty also expressed a desire for training on advanced features of learning management systems (LMSs) and for ongoing support and collaboration beyond the initial training. The study provides empirical support for extending the TPACK framework to include contextual and ethical knowledge. The findings emphasize the importance of designing PD programs that are context-specific, pedagogically grounded, ethically informed, and supported by sustained resources and communities of practice. Recommendations include developing discipline-specific training modules, incorporating more hands-on activities, addressing ethical concerns explicitly, and fostering ongoing support networks. This research contributes to the understanding of technology integration in a developing country context and offers practical guidance for improving PD initiatives in higher education.

This study investigated the impact of information density on English as a Foreign Language (EFL) listening comprehension, testing the hypothesis that listeners prioritize message understanding in information-rich discourse over grammar-focused analysis in rhetorical discourse. A quasi-experimental design was employed with 26 EFL college students, who listened to two audio passages: one information-rich and the other rhetorical. Behavioral measures, including listening comprehension scores and response times, revealed that participants demonstrated significantly higher comprehension accuracy (96% vs 44.3% accuracy) and faster processing times (37 min versus 41 min) when listening to the information-rich audio compared to the rhetorical audio (p < .005). Survey data further indicated that participants prioritized semantic content extraction over grammatical analysis, especially when engaging with the rhetorical passage. These findings support the hypothesis that listeners strategically adjust cognitive processing based on discourse information density, favoring meaning extraction in more informative contexts, with a decrease in grammatical parsing routines. The results highlight the role of information density in L2 listening comprehension and suggest that language learning materials should prioritize informative discourse to facilitate more efficient and effective processing.

The present study evaluated faculty and student perceptions of the challenges and benefits of intercultural and multicultural education in EFL college classrooms. Using the descriptive approach through survey, the study further investigates the benefits and barriers to inter/multicultural education in Egypt and Saudi Arabia, including content integration, acculturation pedagogy, and the incorporation of cultural knowledge in English as a Foreign Language (EFL) courses as perceived by faculty and students in both countries. The sample consisted of 25 EFL instructors and 33 fifth and sixth-grade EFL students from King Khalid University in Saudi Arabia, as well as 45 TEFL students from Beni Suef University in Egypt. Findings revealed that while both teachers and students value cultural integration, challenges such as limited resources and cultural sensitivity persist.. Notably, the results showed that literature-based English teaching could be an efficient medium for introducing the target language culture to students. However, challenges include acquiring requirements to develop intercultural competence, professional development needs, and obstacles that hinder EFL instructors from teaching linguistic and cultural competence.