Abdul Aziz Mohamed Mohamed Ali El Deen
Biographic Data
| ID | 4152540 |
|---|---|
| NAME | Abdul Aziz Mohamed Mohamed Ali El Deen |
| GIVEN NAMES | Abdul Aziz Mohamed Mohamed Ali |
| FAMILY NAME | El Deen |
| SIGNATURE | EL DEEN A A M M A |
| AFFILIATIONS | Imam Mohammad ibn Saud Islamic University |
| ORCID | 0000-0002-9627-1774 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Amplifying Business Administration Students’ Voice
This quantitative research study aimed to establish business administration students' perceptions of the English for Specific Purposes (ESP) requirements. A questionnaire comprising 20 Likert-scale items was administered to a purposively selected sample of 359 participants: 52 males and 307 females. Statistical tests, including means, standard deviations, rankings, and regression, were used to analyze the data. The findings indicate that the most…
Affective Readiness and Instructor Mediation in Online EFL Learning
This study explored the under-researched role of affective factors in digitally mediated language learning in Saudi EFL settings. It was based on Social Cognitive Theory and Control-Value Theory, using a convergent mixed-methods design involving 238 students of English as a Foreign Language (EFL). This included collecting reflective journals from 42 students and conducting interviews with 16 instructors. Results indicated that the learners had ne…
Giftedness and academic motivation in GenAI contexts
Introduction This study investigated the relationships among gifted behavior, Generative AI (GenAI) anxiety, and learning motivation among gifted EFL university students in Saudi Arabia, with an additional focus on the mediating role of GenAI anxiety and the moderating effect of gender. Methods Using a quantitative correlational design, data were collected from 304 purposively selected undergraduates classified as gifted based on institutional re…
Technology Integration, Cybersecurity Awareness, and Professional Development Among Saudi EFL Teachers in Special Education Settings
This study investigates technology integration, cybersecurity awareness, and professional development needs among English as a Foreign Language (EFL) teachers working with students with special educational needs (SEN). Using quantitative research design, an online questionnaire was administered to 328 elementary and intermediate school EFL teachers. Findings indicate that participants possess moderate levels of digital competency and security awa…
Unpacking Boredom in Saudi EFL Classrooms
Despite growing interest in boredom as a critical affective factor in language learning, limited attention has been given to its manifestation in blended and online learning contexts—particularly among Saudi EFL learners. Grounded in the control-value theory of academic emotions, this study employs a mixed-methods design to examine how different instructional modes (face-to-face, online, and blended) influence learners’ experiences of boredom. Qu…
Arabic Psychometric Validation of L2 Teachers Blended Learning Assessment Literacy Scale in Saudi Arabia
Teacher charisma and AI-mediated education
Instructional Technology and Learning English as a Foreign Language (EFL)
This study delves into the utilization of Virtual Learning Environments (VLEs) in the context of learning English as a Foreign Language (EFL) among students enrolled at the College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU). Within the academic context, the incorporation of Learning Management Systems (LMSs), such as Blackboard, represents a significant aspect of educational technology aimed at enhancing the i…
Exploring Saudi EFL Students' Perceptions of Code-Switching as a Communicative Technique in EFL Classes
The aims of this study are to investigate how Saudi EFL students feel about code-switching as a way to communicate in EFL classes and whether gender and GPA have any effects on the use of code-switching strategies. A sample of 173 Saudi male and female EFL students from two universities in Saudi Arabia participated in the study. Data was collected through a questionnaire consisting of 18 statements across six subscales, rated on a 4-point Likert …
Whose responsibility? Saudi university EMI content teachers’ language-related assessment practices and beliefs
Compared to the other English medium instruction (EMI) issues, assessment has received very scant research attention. A complex issue in EMI assessment relates to the role of English in measuring learning outcomes, and whether or not language should be assessed along with technical content. Combining questionnaire and semi-structured interviewed data, this study explored the English-related assessment practices and beliefs of native-Arabic and no…
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Whose responsibility? Saudi university EMI content teachers’ language-related assessment practices and beliefs
Compared to the other English medium instruction (EMI) issues, assessment has received very scant research attention. A complex issue in EMI assessment relates to the role of English in measuring learning outcomes, and whether or not language should be assessed along with technical content. Combining questionnaire and semi-structured interviewed data, this study explored the English-related assessment practices and beliefs of native-Arabic and no…
Instructional Technology and Learning English as a Foreign Language (EFL)
This study delves into the utilization of Virtual Learning Environments (VLEs) in the context of learning English as a Foreign Language (EFL) among students enrolled at the College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU). Within the academic context, the incorporation of Learning Management Systems (LMSs), such as Blackboard, represents a significant aspect of educational technology aimed at enhancing the i…
Exploring Saudi EFL Students' Perceptions of Code-Switching as a Communicative Technique in EFL Classes
The aims of this study are to investigate how Saudi EFL students feel about code-switching as a way to communicate in EFL classes and whether gender and GPA have any effects on the use of code-switching strategies. A sample of 173 Saudi male and female EFL students from two universities in Saudi Arabia participated in the study. Data was collected through a questionnaire consisting of 18 statements across six subscales, rated on a 4-point Likert …
Amplifying Business Administration Students’ Voice
This quantitative research study aimed to establish business administration students' perceptions of the English for Specific Purposes (ESP) requirements. A questionnaire comprising 20 Likert-scale items was administered to a purposively selected sample of 359 participants: 52 males and 307 females. Statistical tests, including means, standard deviations, rankings, and regression, were used to analyze the data. The findings indicate that the most…
Affective Readiness and Instructor Mediation in Online EFL Learning
This study explored the under-researched role of affective factors in digitally mediated language learning in Saudi EFL settings. It was based on Social Cognitive Theory and Control-Value Theory, using a convergent mixed-methods design involving 238 students of English as a Foreign Language (EFL). This included collecting reflective journals from 42 students and conducting interviews with 16 instructors. Results indicated that the learners had ne…
Giftedness and academic motivation in GenAI contexts
Introduction This study investigated the relationships among gifted behavior, Generative AI (GenAI) anxiety, and learning motivation among gifted EFL university students in Saudi Arabia, with an additional focus on the mediating role of GenAI anxiety and the moderating effect of gender. Methods Using a quantitative correlational design, data were collected from 304 purposively selected undergraduates classified as gifted based on institutional re…
Technology Integration, Cybersecurity Awareness, and Professional Development Among Saudi EFL Teachers in Special Education Settings
This study investigates technology integration, cybersecurity awareness, and professional development needs among English as a Foreign Language (EFL) teachers working with students with special educational needs (SEN). Using quantitative research design, an online questionnaire was administered to 328 elementary and intermediate school EFL teachers. Findings indicate that participants possess moderate levels of digital competency and security awa…
Unpacking Boredom in Saudi EFL Classrooms
Despite growing interest in boredom as a critical affective factor in language learning, limited attention has been given to its manifestation in blended and online learning contexts—particularly among Saudi EFL learners. Grounded in the control-value theory of academic emotions, this study employs a mixed-methods design to examine how different instructional modes (face-to-face, online, and blended) influence learners’ experiences of boredom. Qu…
Arabic Psychometric Validation of L2 Teachers Blended Learning Assessment Literacy Scale in Saudi Arabia
Teacher charisma and AI-mediated education
EFL/ESL Teaching and Learning (4 works) · English as a foreign language (3 works) · Foreign language (3 works) · Second Language Learning and Teaching (3 works) · Technology-Enhanced Education Studies (3 works) · Anxiety (2 works) · Arabic (2 works) · Cognition (2 works) · English language (2 works) · Interpersonal communication (2 works)