Oqab Alrashidi
Datos Biográficos
| ID | 1103023 |
|---|---|
| NOMBRE | Oqab Alrashidi |
| NOMBRES | Oqab |
| APELLIDO | Alrashidi |
| FIRMA | ALRASHIDI O |
| AFILIACIONES | University of Ha'il |
| ORCID | 0000-0002-6459-8983 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Investigating the role of a higher-order adjunct question package in supporting learners’ germane cognitive load
The present study investigated the role of a Higher-Order Adjunct Question Package (HAQP) in supporting learners’ germane cognitive load (GCL) within digital learning environments, using two complementary indicators: a self-reported measure of germane cognitive load and knowledge-transfer performance. A total of 126 Mathematics and English teachers participated in the study and were randomly assigned to either an experimental group ( n = 64) or a…
Foreign language anxiety among Saudi university students
Foreign language anxiety (FLA) is widely recognized as an important emotional factor that influences learners’ success in learning English. This study investigated the level and sources of FLA among Saudi university students enrolled in English for academic purposes courses. It also examined gender differences in anxiety and the relationship between FLA and students’ self-perceived English proficiency. A total of 196 first-year foundation student…
Exploring L2 grit among Saudi university students
This study examined L2 grit levels among Saudi university students learning English for academic purposes. It also explored the relationships between gender, academic discipline, self-perceived English proficiency, and L2 grit. The participants included 188 Saudi students enrolled in English for academic purposes courses at a public university in Saudi Arabia. This research employed a quantitative approach, using a questionnaire for data collecti…
English and mathematics teachers’ integration of 21st century skills into their instruction
This study aimed to explore two main research objectives. The first objective focused on the extent to which English and Mathematics teachers integrate four key 21 st century skills (i.e., creativity, collaboration, critical thinking, and communication) into their teaching practices. The second objective was to identify the major barriers that prevent English and Mathematics teachers from effectively incorporating these 21 st century skills into …
Investigating teachers’ attitudes towards reflection and the frequency of their reflective practices in the Saudi context
This study aimed to explore teachers’ attitudes towards reflection and the frequency of their reflective practices. Additionally, it examined the impact of gender and teaching levels on the frequency of teachers’ reflective practices. The participants were 219 Saudi teachers from various subject disciplines, selected using random sampling. A descriptive research design was used, and data were collected using the Reflective Attitude Survey (RAS). …
Sources of Foreign Language Teaching Anxiety Among Saudi Preservice English Teachers
This study sought to explore the sources of foreign language teaching anxiety experienced by non-native preservice English as foreign language (EFL) teachers. Fourteen preservice Saudi EFL teachers enrolled in a public university participated in this study during their teaching practicum. The study used a qualitative research design with an in-depth semi-structured interview as the data collection tool. The data were analyzed using thematic analy…
The Importance of Various Indicators of Active Learning on the Enhancement of Saudi Students’ Motivation and English Achievement
This experimental study sought to examine the impact of four indicators of active learning (i.e., elaborated feedback, group work, situated learning, and videos and pictures in classroom instruction) on the enhancement of Saudi students’ various motivational constructs (i.e., self-efficacy, task value, and effort expenditure) and English achievement. Participants were 289 university students, and the data were collected at three time points: Time…
Academic Engagement
Engagement is a prominent theoretical orientation that has received great attention from educators and researchers. This article provides a literature overview of the engagement construct pertaining to its various definitions, dimensions, and major conceptualisations. In addition, the review sheds light on two major approaches to engagement in the current literature: one entails students’ cognitive, behavioural, and emotional engagement (Fredrick…
Role of Student Well-Being
The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This r…
Sin obras prominentes en esta página.
Academic Engagement
Engagement is a prominent theoretical orientation that has received great attention from educators and researchers. This article provides a literature overview of the engagement construct pertaining to its various definitions, dimensions, and major conceptualisations. In addition, the review sheds light on two major approaches to engagement in the current literature: one entails students’ cognitive, behavioural, and emotional engagement (Fredrick…
Role of Student Well-Being
The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This r…
The Importance of Various Indicators of Active Learning on the Enhancement of Saudi Students’ Motivation and English Achievement
This experimental study sought to examine the impact of four indicators of active learning (i.e., elaborated feedback, group work, situated learning, and videos and pictures in classroom instruction) on the enhancement of Saudi students’ various motivational constructs (i.e., self-efficacy, task value, and effort expenditure) and English achievement. Participants were 289 university students, and the data were collected at three time points: Time…
Sources of Foreign Language Teaching Anxiety Among Saudi Preservice English Teachers
This study sought to explore the sources of foreign language teaching anxiety experienced by non-native preservice English as foreign language (EFL) teachers. Fourteen preservice Saudi EFL teachers enrolled in a public university participated in this study during their teaching practicum. The study used a qualitative research design with an in-depth semi-structured interview as the data collection tool. The data were analyzed using thematic analy…
Investigating teachers’ attitudes towards reflection and the frequency of their reflective practices in the Saudi context
This study aimed to explore teachers’ attitudes towards reflection and the frequency of their reflective practices. Additionally, it examined the impact of gender and teaching levels on the frequency of teachers’ reflective practices. The participants were 219 Saudi teachers from various subject disciplines, selected using random sampling. A descriptive research design was used, and data were collected using the Reflective Attitude Survey (RAS). …
Investigating the role of a higher-order adjunct question package in supporting learners’ germane cognitive load
The present study investigated the role of a Higher-Order Adjunct Question Package (HAQP) in supporting learners’ germane cognitive load (GCL) within digital learning environments, using two complementary indicators: a self-reported measure of germane cognitive load and knowledge-transfer performance. A total of 126 Mathematics and English teachers participated in the study and were randomly assigned to either an experimental group ( n = 64) or a…
Foreign language anxiety among Saudi university students
Foreign language anxiety (FLA) is widely recognized as an important emotional factor that influences learners’ success in learning English. This study investigated the level and sources of FLA among Saudi university students enrolled in English for academic purposes courses. It also examined gender differences in anxiety and the relationship between FLA and students’ self-perceived English proficiency. A total of 196 first-year foundation student…
Exploring L2 grit among Saudi university students
This study examined L2 grit levels among Saudi university students learning English for academic purposes. It also explored the relationships between gender, academic discipline, self-perceived English proficiency, and L2 grit. The participants included 188 Saudi students enrolled in English for academic purposes courses at a public university in Saudi Arabia. This research employed a quantitative approach, using a questionnaire for data collecti…
English and mathematics teachers’ integration of 21st century skills into their instruction
This study aimed to explore two main research objectives. The first objective focused on the extent to which English and Mathematics teachers integrate four key 21 st century skills (i.e., creativity, collaboration, critical thinking, and communication) into their teaching practices. The second objective was to identify the major barriers that prevent English and Mathematics teachers from effectively incorporating these 21 st century skills into …
Psychology (5 obras) · Mathematics education (4 obras) · Foreign language (3 obras) · Pedagogy (3 obras) · Academic achievement (2 obras) · Anxiety (2 obras) · Cognition (2 obras) · Computer Science (2 obras) · Early Childhood Education and Development (2 obras) · Education, Achievement, and Giftedness (2 obras)