Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Studies in English Language and Education Studies in English Language and Education
Behnam Behforouz
University of Technology and Applied Sciences
Education Languange, Linguistic, Communication & Media

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AI in action: Advancing EFL writing skills and teachers’ perceptions Ali Al Ghaithi; Behnam Behforouz
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1057

Abstract

The current study aimed to measure the perceptions of English as a foreign language (EFL) teachers regarding the use of AI tools in the writing process; concurrently, it investigated the impact of these AI tools on EFL learners` writing performance. A total of 120 Omani pre-intermediate EFL learners were assigned to two control and experimental groups for a 4-week treatment length. Although both groups received similar in-class training for their writing skills, the experimental group used various AI tools such as Gemini, ChatGPT, Copilot, EditGPT and Grammarly as facilitators to receive extra practice and feedback on their writing pieces. The statistical analysis of the writing tasks pretests and posttests based on Mann-Whitney U test revealed that the experimental group performed remarkably better than the control group participants, which could be attributed to the positive impact of AI tools. Additionally, a researcher-made perception questionnaire was administered to the teachers after the treatment period, and the responses indicated that using AI tools can positively influence the grammatical and lexical knowledge of the learners, encourage the students to revise and change their tasks, and finally, increase the confidence level among the learners. The findings of this study are helpful for teachers, such as providing higher-order writing skills, students, such as fostering self-correction, and institutions, like integrating artificial intelligence tools within the writing courses.
The impact of traditional and holistic flipped classrooms on undergraduate students academic writing and autonomy Behnam Behforouz; Ali Al Ghaithi
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.39458

Abstract

This study investigated the effects of two approaches in flipped classrooms, including the traditional model, in which the learners were exposed to blended learning in-class and online, and the holistic model, in which the learners participation was fully online through the specified platforms, on academic writing skills and autonomy. To this end, 60 Omani undergraduates with intermediate English proficiency levels were randomly selected as the sample of the study. They were divided equally into one control group and two experimental groups. Researchers designed pretests and posttests in multiple-choice format, which were used to collect data on writing skills. All the tests were validated, and their reliabilities were measured. A questionnaire from Zhang and Li (2004) was adapted to measure the degree of autonomy among the students during treatment. This questionnaire was piloted before the main study and demonstrated high reliability. The findings of the one-month study revealed that the two experimental groups performed significantly better than the control group, with the blended learning group outperforming the fully online group. These results were consistent for the autonomy questionnaire, confirming that flipping the classes, either fully or partially, helps learners become more independent. The study findings are significant for students, instructors, and institutions.
Co-Authors Ali Al Ghaithi