RESUMEN
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., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners' scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.
RESUMEN
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). Drawing upon the quasi-experimental research design and non-random sampling technique, we used genre-based instruction with a representative intact class of English-as-a-foreign-language (EFL) writing students at a Saudi university. To examine the potential impact of the treatment, we collected pre- and post-instruction data, along with data gathered through an open-ended questionnaire. The results showed that genre-based instruction has contributed significantly to improving the students' writing performance and also their writing motivation dimensions. These positive gains varied from one writing quality aspect and motivational variable to another. The students' answers to the open-ended questionnaire also showed the positive writing learning and motivation improvements they experienced. It is generally concluded that developing students' language and rhetorical awareness and text composition performance seems to be a prerequisite for improving their writing motivation levels. The paper ends with discussing the implications of the results.
RESUMEN
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. This study is a systematic review that investigates the effectiveness of integrating AI technologies to enhance EFL learners' motivation, engagement, and attitude, and reduce their learning anxiety. Articles from reputable journal databases such as IEEE, Wiley, Web of Science, Sage, ProQuest, Springer, and Science Direct were screened by examining titles and abstracts, and irrelevant articles were excluded from the search. Of the 64 articles analyzed only 21 articles published between 2017 and 2023 were determined to be relevant to the research topic. The findings suggest that the implementation of AI technologies in EFL contexts is in its early stages, and further research is required to establish the impact of AI-integrated classes on EFL learners' affective factors. This review also identifies the gaps in literature and recommends avenues for future research in this novel area.
RESUMEN
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. Five hundred and seventy-seven Saudi female EFL undergraduates participated voluntarily across various academic levels (1-8), as well as recently graduated students; all of whom were exposed to various amounts of EMI. Prior to the study and before administering the questionnaire, the IELTS test was used to measure language proficiency of EFL learners to make sure that the collected data of the MPQ were analyzed statistically to generate means and standard deviations. The results of ANOVA test revealed that not only did all participants improved in cultural empathy followed by open-mindedness, but their improvement of the other dimensions of flexibility, social initiative, and emotional stability appeared to be randomly similar between only two or three groups of academic levels. The results also showed that there was no gradual sequence of developments or deterioration of any multicultural personality dimensions as students advanced in their academic levels or as a result of getting exposed to various amounts of EMI. Finally, this research provides some implications related to widening the scope of the study for further research such as comparing trilingual and bilingual learners and modifying the diagnostic ability of the MPQ.
