Ushba Rasool

Biographic Data

ID344449
NAMEUshba Rasool
GIVEN NAMESUshba
FAMILY NAMERasool
SIGNATURERASOOL U
AFFILIATIONSZhengzhou University
ORCID0000-0002-0940-0241
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS1
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2023
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Educational psychology perspectives on cognitive load and written corrective feedback

    Open AccessUshba Rasool, Jiancheng Qian et al.ARTICLEFrontiers in Education2026

    Introduction Written corrective feedback (WCF) is widely recognized as an effective pedagogical tool for improving learners’ grammatical accuracy in second language writing. However, most WCF research has focused on adult or tertiary-level learners, leaving senior high school students in English-as-a-foreign-language (EFL) contexts underexplored. This study addresses this gap by examining the comparative effectiveness of three WCF types—direct, i…

  • Integrating generative AI in EFL classrooms

    Open AccessHaowei Chen, Ushba Rasool et al.ARTICLEActa Psychologica2026

    Writing in English as a Foreign Language (EFL) is widely recognized as one of the most challenging skills for language learners, and recent advances in generative artificial intelligence (GAI) tools offer new possibilities for supporting EFL writing instruction. This study investigates how GAI-assisted process-genre instruction affects Chinese EFL learners' argumentative writing performance, motivation, and enjoyment. By comparing an experimental…

  • Investigating EFL Learners’ Perceptions of Using Grammarly in Enhancing Writing Proficiency in Bangladesh

    Open AccessSakiba Binte Yusuf, Jiancheng Qian et al.ARTICLESAGE Open2025

    The study investigates EFL learners’ perceptions of using Grammarly to enhance their writing proficiency in Bangladesh. English writing skills are vital for EFL learners, particularly in a globalized context where proficiency in English plays a significant role among non-native speakers. The study aims to explore and analyze learners’ perspectives on the benefits of Grammarly for improving writing skills. This study employs a mixed-method approac…

  • Perceptions of generative AI in teaching and learning

    Open AccessUshba Rasool, Jie Li et al.ARTICLEActa Psychologica2025References: 19

  • The effectiveness of the TikTok flipped classroom method on students' academic performance in folk art course

    Open AccessTing Hu, Ushba Rasool et al.ARTICLEActa Psychologica2025

  • Examining the beliefs of non-native English-speaking teachers and EFL students about WCF in enhancing writing skills

    Open AccessHaowei Chen, Ushba Rasool et al.ARTICLEActa Psychologica2025Cited by: 1References: 1

    While there has been extensive research on the effectiveness of teacher-written feedback, there is a limited number of studies that have explored the perspectives of feedback practitioners. Specifically, there is a lack of research examining teachers' beliefs about teacher-written feedback, especially when comparing the beliefs of learners from intermediate level. Therefore, there is still a significant amount of knowledge that needs to be acquir…

  • Effects of Task-Induced Involvement and Time on Task on Incidental L2 Vocabulary Acquisition

    Open AccessMin Gao, Jiancheng Qian et al.ARTICLESAGE Open2024

    This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading and gap-fill task, reading and sentence-making task, and reading and translation task, with correspon…

  • Understanding the Significance of EFL Students' Perceptions and Preferences of Written Corrective Feedback

    Open AccessUshba Rasool, Jiancheng Qian et al.ARTICLESAGE Open2024References: 62

    Language instructors worldwide use various types and strategies for providing feedback on the learners' written production. Written corrective feedback (WCF) plays a vital role in systematically learning second or other languages. Additionally, students' perception of feedback and its delivery has a specific value. Therefore, the current study examined perceptions and preferences of the WCF of EFL students they received in high school back in the…

  • Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan

    Open AccessUshba Rasool, Raasheed Mahmood et al.ARTICLESAGE Open2023References: 54

    Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret writte…