Effects of grading rubrics on EFL learners' writing in an EMI setting.

Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e.

The impact of genre-based instruction on Saudi university students' English writing performance and motivation: a mixed-method study.

Despite the important role motivation plays in students' writing learning and development, not much attention has been given to experimenting particular instructional techniques for developing students' writing motivation. One of the least researched teaching techniques in writing motivation studies is genre-based instruction. In this study, we examined the impact of genre-based instruction on 21 Saudi university students' English argumentative and classification essay writing performance and their writing motivation dimensions (writing apprehension, anxiety, self-efficacy and self-concept).

Investigating the integration of artificial intelligence in English as foreign language classes for enhancing learners' affective factors: A systematic review.

Integrating Artificial Intelligence (AI) applications into language learning and teaching is currently a growing trend in higher education. Literature reviews have demonstrated the effectiveness of AI applications in improving English as a foreign language (EFL) and English as a second language (ESL) learners' receptive and productive skills, vocabulary knowledge, and intercultural competencies. However, systematic reviews investigating the usefulness of AI technologies in higher education to enhance EFL learners' affective factors are scarce.

An investigation of multicultural personality traits of EFL learners in English as a medium of instruction setting: The case of Saudi Arabia.

Many studies have investigated the effect of multilingualism on improving personality traits, namely cultural empathy, open-mindedness, flexibility, emotional stability, and social initiative of international students, or students in an international degree program. However, few studies have examined such an issue for EFL learners as they further their academic levels in English as a medium of instruction (EMI) setting. The main tool used in this exploratory descriptive study was the short version (40 items) of the multicultural personality questionnaire (MPQ) that was developed by Van der Zee et al.