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All Journal International Journal of Evaluation and Research in Education (IJERE)
Ashraf Ragab Ibrahim
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.
AI-assisted L2 learning attitudes and willingness to communicate: the mediating role of language anxiety Mohamed Ali Nemt-allah; Hesham Ramadan Abdo; Mohammad Cherif Boraai; Ahmed Mohamed Nassar; Eman Elsayed Ata; 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.v15i3.37815

Abstract

This study investigated the mediating role of skill-based foreign language anxiety (FLA) in the relationship between attitudes toward AI-assisted second language (L2) learning and willingness to communicate (WTC) among Egyptian English as a foreign language (EFL) student teachers. Using a cross-sectional correlational design, 853 participants from Al-Azhar University completed the AI-assisted L2 learning attitude scale (AL2AS), the skill-based foreign language learning anxiety scale, and the WTC scale. Mediation analysis using the PROCESS macro with 5,000 bootstrap samples revealed that AI-assisted learning attitudes positively predicted WTC (β=.288) and negatively predicted skill-based FLA (β=-.206), while skill-based FLA negatively predicted WTC (β=-.202). The indirect effect through skill-based FLA was significant (β=.042, 95% confidence interval (CI) [.020, .068]), indicating partial mediation accounting for 14.3% of the total effect. This study focuses on student teachers in the Egyptian EFL context, distinguishing anxiety patterns across language competencies using a skill-based anxiety measure. It reveals that positive attitudes towards artificial intelligence (AI) enhance communicative readiness by reducing anxiety. Although the cross-sectional design limits causal inference, the findings advocate integrating AI tools into teacher education to create supportive environments that promote communicative competence, addressing a gap in research in this area.
The effect of rapid automatized naming on foreign language anxiety among dyslexic students Abdelaziz Abdelfattah Elfeky; Abdulhamid Fathi Alholah; Afaf Saeed Al-Budaiwi; Radwa Hassan Yacoub; Ashraf Ragab Ibrahim; Mohamed Ali Nemt-allah
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35729

Abstract

This study examined whether rapid automatized naming (RAN) training—a cognitive intervention focused on improving the speed and accuracy of naming visual stimuli—could effectively reduce foreign language anxiety (FLA) among dyslexic learners. Using a single-group pretest-posttest design with follow-up assessment, a 10-week RAN training intervention was implemented with 30 dyslexic students (18 males, 12 females; aged 13-14 years) from Egyptian preparatory institutes. The intervention consisted of individual 30-minute sessions conducted 3 times per week, systematically progressing from basic single-category naming tasks to complex mixed-category combinations designed to enhance processing fluency and automaticity. Using the foreign language classroom anxiety scale (FLCAS), anxiety levels were measured before intervention, immediately after, and at 8-week follow-up. Results revealed significant reductions in overall FLA (partial η²=.32), with particularly notable improvements in communication apprehension (partial η²=.33) and anxiety in the English classroom (partial η²=.29). Test anxiety showed initial improvement but returned to near-baseline levels at follow-up, while fear of negative evaluation remained largely unchanged. Results suggest that RAN training may be associated with reductions in FLA among dyslexic students, though causal relationships cannot be established without a control group.
Achievement motivation as a predictor of historical empathy: a study of social studies university students Mohamed Ali Nemt-allah; Hamed Samy Ghareib; Elsayed Atef El-Hashimi; Mashael Nasser Al-Dosari; Mohamed Sayed Abdellatif; Tawfik Mahmoud Soliman; Ashraf Ragab Ibrahim
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37119

Abstract

This study investigated the predictive relationship between achievement motivation and historical empathy among social studies university students. Using the achievement motives scale-revised (AMS-R) and the historical empathy scale-adult form (HES-AF), data were collected from 428 Egyptian university students aged 18-24 from education faculties at Al-Azhar University. Correlation analyses revealed significant positive relationships between achievement motivation dimensions (hope of success and fear of failure) and all historical empathy components (cognitive, affective, and behavioral). Multiple regression analysis demonstrated that achievement motivation significantly predicted historical empathy, F(2, 425)=86.035, p<.001, explaining 28.8% of the variance. Hope of success emerged as the primary predictor (β=.478, p<.001), with approximately four times the predictive strength of fear of failure (β=.109, p=.018). These findings suggest that approach-oriented achievement motivation, particularly hope of success, is crucial in fostering empathetic understanding of historical content. The results provide theoretical insights into the psychological mechanisms underlying historical empathy and offer practical guidance for educators seeking to enhance empathetic engagement in social studies education through motivation-focused pedagogical approaches.
Belonging mediates the relationship between emotional contagion and digital competence among university students Mohamed Ali Nemt-allah; Ghada Mahros Abdelhafiez; Randa Rabie Abdelbadie; Soma Abdelrazek Elfeshawy; Sara Awadallah Mohammed; Ashraf Ragab Ibrahim
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37371

Abstract

Emotional contagion (EC) significantly influences student experiences in university settings, yet its relationship with digital competence—a key requirement for contemporary academic success—remains unclear. This study examined the mediating role of sense of belonging in the relationship between EC and digital competence among Egyptian university students. Two samples from Al-Azhar University were recruited: a psychometric validation sample (N=486) and a main study sample (N=737). Participants completed validated Arabic versions of the sense of belonging inventory, the susceptibility to emotional contagion (SEC) scale, and the digital competence scale for university students. Data were analyzed using correlation analyses and structural equation modeling (SEM) with bootstrap testing. Results showed that sense of belonging partially mediated relationships between both types of EC and digital competence. Positive EC had significant direct effects on belonging (β=.354) and digital competence (β=.195), with 39.4% of its total effect mediated through belonging. Negative EC also had significant direct effects on belonging (β=-.119) and digital competence (β=-.141), with 23.4% mediated through belonging. These findings suggest that higher education institutions should implement belonging-enhancement initiatives to strengthen digital competence and maximize the benefits of positive EC while mitigating negative emotional influences.
Artificial intelligence literacy and foreign language confidence among university second language learners Ashraf Ragab Ibrahim; Hesham Ramadan Abdo; Mohammad Cherif Boraai; Mohamed Ebrahim Khalf; Mohamed Ali Nemt-allah; Hamed Samy Ghareib
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38707

Abstract

This quantitative correlational-predictive study investigated the relationship between artificial intelligence (AI) literacy and foreign-language confidence among university second-language learners. Two samples were recruited: a psychometric sample (N=341) for scale validation and a main sample (N=541) for hypothesis testing. Participants completed the artificial intelligence literacy scale (AILS), measuring awareness, usage, evaluation, and ethics dimensions, and the foreign language confidence scale (FLCS), assessing foreign language competence, sense of linguistic security, and sense of linguistic ownership. Pearson correlation analyses revealed statistically significant positive associations between all AI literacy and foreign language confidence dimensions (r=.398–.574). Simple linear regression demonstrated that AI literacy significantly predicted foreign language confidence (F(1, 539)=270.742, p
AI literacy and academic engagement in higher education: the mediating role of foreign language anxiety Ashraf Ragab Ibrahim; Mohamed Megahed Nasreldeen; Hesham Hussein Yakout; Hanan Mohamed Elsied; Mohammed Saad Eltawela; Mohamed Ali Nemt-allah
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38082

Abstract

The rapid integration of artificial intelligence (AI) in higher education has raised questions about how technological competencies influence student outcomes, particularly in foreign language learning where anxiety significantly affects performance. This study investigated whether foreign language anxiety (FLA) mediates the relationship between AI literacy (AIL) and academic engagement (AE) among 1,052 English as a foreign language (EFL) learners enrolled in foreign language programs at Al-Azhar University, Egypt. Participants completed three validated instruments: the artificial intelligence literacy scale (AILS), the short-form foreign language classroom anxiety scale (S-FLCAS), and the academic engagement scale (AES). Mediation analysis was conducted using PROCESS Model 4 with 5,000 bootstrap iterations to generate bias-corrected confidence intervals (CI). Correlation analyses revealed that AIL positively correlated with AE (r=.31, p
Online collective efficacy and its relationship with organizational sustainable development in higher education Ashraf Ragab Ibrahim; Ibrahim Mohammed Ibrahim; Billal Mohamed Aboelhasayb; Mohammed Maher Mohammed; Ahmed Metwally Eissa; Mohamed Ali Nemt-allah
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38721

Abstract

Digital transformation in higher education has intensified reliance on online collaboration, yet the role of shared digital capability beliefs in driving institutional sustainability remains underexplored. This study examined the relationship between online collective efficacy (OCE) and organizational sustainable development (OSD) among faculty members in Egyptian higher education. Using a quantitative correlational design, a purposive sample of 647 faculty members and teaching assistants from Al-Azhar University completed two validated instruments: the OCE scale and the OSD questionnaire. Pearson correlation and multiple regression analyses revealed exceptionally strong positive associations between all OCE dimensions and OSD outcomes (r=.887, p
Co-Authors Abdelaziz Abdelfattah Elfeky Abdelsatar AbdelHakim Mohamed Abdulhamid Fathi Alholah Afaf Saeed Al-Budaiwi Ahmed Abdelsalam Kelany Ahmed Hamed Soliman Ahmed Metwally Eissa Ahmed Mohamed Nassar Asmaa Masoued Elblatey Billal Mohamed Aboelhasayb Elsayed Atef El-Hashimi Eman Elsayed Ata Ghada Mahros Abdelhafiez Hamed Samy Ghareib Hanan Mohamed Elsied Hesham Hussein Yakout Hesham Ramadan Abdo Ibrahim Mohammed Ibrahim Mashael Nasser Al-Dosari Mohamed Ali Nemt-allah Mohamed Ebrahim Khalf Mohamed Megahed Nasreldeen Mohamed Sayed Abdellatif Mohammad Cherif Boraai Mohammed Hassanin AbuAl-Saoud Mohammed Maher Mohammed Mohammed Saad Eltawela Radwa Hassan Yacoub Randa Rabie Abdelbadie Sara Awadallah Mohammed Soma Abdelrazek Elfeshawy Tawfik Mahmoud Soliman