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All Journal International Journal of Evaluation and Research in Education (IJERE)
Mohammed Hassanin AbuAl-Saoud
Al-Azhar University
Education

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Artificial intelligence acceptance and procrastination: metacognitive listening awareness mediation in foreign language students Mohamed Ali Nemt-allah; Mohammed Hassanin AbuAl-Saoud; Ahmed Hamed Soliman; Ahmed Abdelsalam Kelany; Abdelsatar AbdelHakim Mohamed; Ashraf Ragab Ibrahim
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37246

Abstract

This study aimed to investigate the mediating role of metacognitive listening awareness in the relationship between artificial intelligence (AI) acceptance and academic procrastination among university students learning foreign languages, specifically examining whether metacognitive processes explain how AI acceptance influences procrastination behaviors. A sample of 646 undergraduate students (378 males, 268 females; M age=20.49 years, SD=1.01) from Al-Azhar University, Egypt, completed the AI acceptance scale, metacognitive awareness listening questionnaire (MALQ), and academic procrastination scale during the second semester of the 2024/2025 academic year. Mediation analysis using Hayes’ PROCESS macro with 5,000 bootstrap resamples revealed that AI acceptance negatively predicted academic procrastination (β=-.196, p<.001), with metacognitive listening awareness serving as a significant partial mediator, accounting for 14.98% of the total effect. This study represents the first empirical examination of metacognitive listening awareness as a mediating mechanism in the relationship between AI acceptance and procrastination, addressing a critical gap in technology-enhanced language learning research. Educators should implement AI literacy modules within language courses that explicitly teach students to monitor their comprehension strategies while using AI tools, coupling technology training with reflective listening tasks that develop metacognitive awareness. Future research should employ longitudinal designs and examine additional mediators including self-efficacy, intrinsic motivation, and effort regulation.
Foreign language anxiety in relation to cultural intelligence and identity negotiation among English as a foreign language university learners Ashraf Ragab Ibrahim; Abdelaziz Abdelfattah Elfeky; Asmaa Masoued Elblatey; Mohammed Hassanin AbuAl-Saoud; Mohamed Ali Nemt-allah; Radwa Hassan Yacoub
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37740

Abstract

This study examined relationships among foreign language anxiety (FLA), cultural intelligence, and identity negotiation strategies—constructs rarely investigated together—among 1,045 Egyptian English as a foreign language (EFL) university learners from Al-Azhar University and Damanhour University. Participants completed the short-form foreign language classroom anxiety scale (S-FLCAS), the cultural intelligence scale, and the identity negotiation experiences and strategies scale (INES). Correlation analyses revealed significant negative relationships between FLA and both cultural intelligence dimensions: internalized cultural knowledge (ICK) (r=-.233, p<.01) and effective cultural flexibility (ECF) (r=-.208, p<.01). FLA showed positive correlations with identity-related strain (r=.177, p<.01), vigilance (r=.157, p<.01), and compartmentalization (r=.108, p<.01). Conversely, identity resources demonstrated a protective effect (r=-.160, p<.01). Multiple regression analyses indicated that cultural intelligence dimensions predicted 5.9% of FLA variance, while identity negotiation strategies explained 8.7%. These findings suggest that interventions targeting cultural intelligence training and identity negotiation resources can effectively reduce FLA. The study advances theoretical understanding by demonstrating how cultural competence and identity management jointly influence psychological experiences in language learning. Results carry important pedagogical implications: educators should implement intercultural awareness programs, create identity-affirmative classroom environments, and develop learners’ adaptive coping strategies to address anxiety comprehensively beyond traditional linguistic approaches.
Co-Authors Abdelaziz Abdelfattah Elfeky Abdelsatar AbdelHakim Mohamed Ahmed Abdelsalam Kelany Ahmed Hamed Soliman Ashraf Ragab Ibrahim Asmaa Masoued Elblatey Mohamed Ali Nemt-allah Radwa Hassan Yacoub