Mohammad H Al-Khresheh
Biographic Data
| ID | 4433814 |
|---|---|
| NAME | Mohammad H Al-Khresheh |
| GIVEN NAMES | Mohammad H |
| FAMILY NAME | Al-Khresheh |
| SIGNATURE | AL-KHRESHEH M H |
| AFFILIATIONS | Northern Border University |
| ORCID | 0000-0001-8647-8854 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Working Memory, Attention Control, and Vocabulary Retention in AI (ChatGPT)-Assisted Foreign Language Learning
This study examined how working memory, attention control, and frequency of ChatGPT-4 use are structurally associated with vocabulary retention in foreign language learning. A quantitative cross-sectional survey design was employed, with data collected from 1002 EFL learners via stratified random sampling. Validated self-report instruments measured working memory, attention control, frequency of ChatGPT use, and vocabulary retention (immediate re…
Modelling Divergent Thinking as a Mediator Between Artificial Intelligence Cognitive Stimulation and EFL Learners’ Cognitive Creativity
Research on AI-supported EFL learning has largely focused on learning outcomes, with limited attention to the cognitive mechanisms underlying creativity and the role of AI experience in shaping this process. This study examined how AI cognitive stimulation relates to EFL learners’ cognitive creativity, as measured by divergent thinking, with attention to the conditioning role of AI experience. Using a quantitative, correlational, cross-sectional …
Individual vs peer support in the AI era
Motivational Factors Influencing English Language Learning Among Saudi EFL Students
AI-driven adaptive feedback and EFL writing performance
This study investigates the role of AI-driven adaptive feedback systems in enhancing feedback engagement, metacognitive strategies, epistemic agency, and writing performance among Saudi EFL learners. Adopting a cross-linguistic perspective, this study examined the impact of feedback provided in both Arabic (L1) and English as a Foreign Language (EFL) contexts. A quantitative predictive research design was employed utilising Structural Equation Mo…
The development of language proficiency through global skills enhancement using web 2.0 tools in university EFL contexts
This mixed-methods quasi-experimental study investigates the integration of Web 2.0 tools into university EFL curricula, assessing their impact on language proficiency and global skills development. Conducted at a Turkish university with 41 international students, the study divided participants into control and experimental groups, with the latter engaging with blogs, wikis, and multimedia platforms over a 14-week term. Data were collected throug…
Digital integration in the Saudi ELT context
Exploring the Role of Motivation in Self‐Regulated Digital Game‐Based Vocabulary Learning Among Saudi EFL Learners
This study investigated the relationship between attention, relevance, confidence and satisfaction within the ARCS motivational framework in self‐regulated digital game‐based vocabulary learning among Saudi EFL learners. Employing structural equation modelling, this study examined how these motivational factors interact and influence learner engagement in digital game‐based vocabulary learning. A sample of 794 Saudi EFL learners enrolled in unive…
Understanding the Psychological Factors Associated with (non) Disclosure Behaviour after GenAI Usage
Motivation and English self-efficacy in online learning applications among Saudi EFL learners
Online language learning applications have transformed English as a foreign language instruction by providing flexible and personalized pathways to language learning. For EFL learners, proficiency is crucial for academic and career advancement, necessitating understanding how motivation, self-regulated learning strategies, and self-efficacy interact within the digital environment. However, a scholarly gap remains regarding how these psychological…
An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement
The proliferation of technology in educational settings and its impact on learning outcomes has become a focal point in educational research. In language education, the interplay among technological tools, learner self-efficacy, and language proficiency is critical for academic success. This study aims to shed light on these dynamics by presenting a comprehensive structural model that elucidates the relationships and causal effects among students…
Metacognition in listening comprehension
This quantitative study explores metacognitive listening comprehension strategies among Saudi EFL students, aiming to identify the most and least utilized strategies and examine potential gender differences. Employing a descriptive research design, data were collected randomly from 204 Saudi male and female university students across various academic levels using the “Metacognitive Awareness Listening Questionnaire”. Descriptive statistical analy…
An Exploration of Cognitive Benefits of EFL Learning in a Monolingual Jordanian Context
Objective: This study examined the cognitive benefits of English language learning in Jordan’s predominantly monolingual context, an area that remains largely unexplored. Methodology: A methodically crafted, literature-based survey was administered to a representative sample of 365 Jordanians, selected through random sampling, utilizing a quantitative research design. Findings: The analysis underlined several pronounced cognitive benefits of Engl…
The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students
In the world of English as a Foreign Language pedagogy, the efficacy of interactive instructional methods, particularly presentation-based activities, has garnered increasing attention. This study aimed to elucidate the potency of such activities in boosting the speaking prowess of Saudi English students. Employing a purposive sampling technique, 16 male students were methodically selected and partitioned into experimental and control groups. Thr…
Phonetic challenges in English
Despite both/p/and/b/being bilabial sounds, the subtle yet significant mispronunciation of/p/by Saudi Arabian learners of English can lead to unintended meanings, highlighting the critical role of precise pronunciation in mastering a new language. Mispronunciation of English phonemes by non-native speakers has long been a focus of scholarly research, with the consonantal bilabial plosive/p/offering a particular issue for Saudi EFL learners. This …
Language anxiety in an Algerian multilingual tertiary context
Few phenomena can be as debilitating or frustrating as anxiety. It is a severe problem in language learning and is one of the most important barriers. Although there is plenty of literature on language anxiety, little research has examined the connection between multilingualism, proficiency, and foreign language anxiety. Therefore, the objective of this study was to assess the degree of English language anxiety among multilingual undergraduate Al…
The Impact of Covid-19 Pandemic on Teachers’ Creativity of Online Teaching Classrooms in the Saudi EFL Context
The worldwide coronavirus disease (COVID-19) has engendered substantial changes for teachers and students. During this epidemic, teachers have been trying to adapt to unforeseen conditions and teaching in remarkable ways to meet the objectives of their virtual lessons. Accordingly, teachers’ creativity has been significantly affected by this severe condition. Therefore, this study aimed to explore to what extent teachers were able to enhance crea…
Emotional Intelligence Scale for International Students
In higher education, making international students aware of their EI could improve emotional awareness, adaptability, and functioning, thereby assisting in day-to-day interactions and adapting to life in a foreign country. Incorporating an Emotional Intelligence Scale (EIS) could aid in the on boarding of international students. This study aimed to develop and validate an EIS capable of accurately measuring EI amongst international students atten…
Interference in the Development of Arabic Vocabulary (A Morphological Review)
Purpose: This study aims to describe the forms of Arabic language interference on terminologies in the domains of science, technology, and art. Methodology: The study was conducted morphophonologically using descriptive-analytical research methods. The descriptive-analytic research method was used to facilitate the achievement of goals specified in this study. The data findings were reviewed using the distributional method. Main Findings: The stu…
An Exploratory Study into Vocabulary Learning Strategies Used by Saudi EFL learners
One of the utmost difficult aspects of language learning is vocabulary. Vocabulary learning has been of prime importance for over two decades. A wide vocabulary is essential for effective and useful communication. Therefore, understanding the strategies that language learners use to learn vocabulary is a matter of great importance. This study was carried out on a group of 219 Saudi learners of English so as to determine two things: first, what th…
A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders
This study sought to analyze how the process of language development differed between a group of monolingual and bilingual children with autism spectrum disorders (n = 201) who were aged between 5-8 years and hailed from different countries around the world. To achieve this objective, a self-designed five-point Likert scale covering six different language domains was developed to measure the level of difficulty experienced by the participants. Th…
Motivation and English self-efficacy in online learning applications among Saudi EFL learners
Online language learning applications have transformed English as a foreign language instruction by providing flexible and personalized pathways to language learning. For EFL learners, proficiency is crucial for academic and career advancement, necessitating understanding how motivation, self-regulated learning strategies, and self-efficacy interact within the digital environment. However, a scholarly gap remains regarding how these psychological…
Interference in the Development of Arabic Vocabulary (A Morphological Review)
Purpose: This study aims to describe the forms of Arabic language interference on terminologies in the domains of science, technology, and art. Methodology: The study was conducted morphophonologically using descriptive-analytical research methods. The descriptive-analytic research method was used to facilitate the achievement of goals specified in this study. The data findings were reviewed using the distributional method. Main Findings: The stu…
An Exploratory Study into Vocabulary Learning Strategies Used by Saudi EFL learners
One of the utmost difficult aspects of language learning is vocabulary. Vocabulary learning has been of prime importance for over two decades. A wide vocabulary is essential for effective and useful communication. Therefore, understanding the strategies that language learners use to learn vocabulary is a matter of great importance. This study was carried out on a group of 219 Saudi learners of English so as to determine two things: first, what th…
A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders
This study sought to analyze how the process of language development differed between a group of monolingual and bilingual children with autism spectrum disorders (n = 201) who were aged between 5-8 years and hailed from different countries around the world. To achieve this objective, a self-designed five-point Likert scale covering six different language domains was developed to measure the level of difficulty experienced by the participants. Th…
The Impact of Covid-19 Pandemic on Teachers’ Creativity of Online Teaching Classrooms in the Saudi EFL Context
The worldwide coronavirus disease (COVID-19) has engendered substantial changes for teachers and students. During this epidemic, teachers have been trying to adapt to unforeseen conditions and teaching in remarkable ways to meet the objectives of their virtual lessons. Accordingly, teachers’ creativity has been significantly affected by this severe condition. Therefore, this study aimed to explore to what extent teachers were able to enhance crea…
Emotional Intelligence Scale for International Students
In higher education, making international students aware of their EI could improve emotional awareness, adaptability, and functioning, thereby assisting in day-to-day interactions and adapting to life in a foreign country. Incorporating an Emotional Intelligence Scale (EIS) could aid in the on boarding of international students. This study aimed to develop and validate an EIS capable of accurately measuring EI amongst international students atten…
Language anxiety in an Algerian multilingual tertiary context
Few phenomena can be as debilitating or frustrating as anxiety. It is a severe problem in language learning and is one of the most important barriers. Although there is plenty of literature on language anxiety, little research has examined the connection between multilingualism, proficiency, and foreign language anxiety. Therefore, the objective of this study was to assess the degree of English language anxiety among multilingual undergraduate Al…
An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement
The proliferation of technology in educational settings and its impact on learning outcomes has become a focal point in educational research. In language education, the interplay among technological tools, learner self-efficacy, and language proficiency is critical for academic success. This study aims to shed light on these dynamics by presenting a comprehensive structural model that elucidates the relationships and causal effects among students…
Metacognition in listening comprehension
This quantitative study explores metacognitive listening comprehension strategies among Saudi EFL students, aiming to identify the most and least utilized strategies and examine potential gender differences. Employing a descriptive research design, data were collected randomly from 204 Saudi male and female university students across various academic levels using the “Metacognitive Awareness Listening Questionnaire”. Descriptive statistical analy…
An Exploration of Cognitive Benefits of EFL Learning in a Monolingual Jordanian Context
Objective: This study examined the cognitive benefits of English language learning in Jordan’s predominantly monolingual context, an area that remains largely unexplored. Methodology: A methodically crafted, literature-based survey was administered to a representative sample of 365 Jordanians, selected through random sampling, utilizing a quantitative research design. Findings: The analysis underlined several pronounced cognitive benefits of Engl…
The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students
In the world of English as a Foreign Language pedagogy, the efficacy of interactive instructional methods, particularly presentation-based activities, has garnered increasing attention. This study aimed to elucidate the potency of such activities in boosting the speaking prowess of Saudi English students. Employing a purposive sampling technique, 16 male students were methodically selected and partitioned into experimental and control groups. Thr…
Phonetic challenges in English
Despite both/p/and/b/being bilabial sounds, the subtle yet significant mispronunciation of/p/by Saudi Arabian learners of English can lead to unintended meanings, highlighting the critical role of precise pronunciation in mastering a new language. Mispronunciation of English phonemes by non-native speakers has long been a focus of scholarly research, with the consonantal bilabial plosive/p/offering a particular issue for Saudi EFL learners. This …
The development of language proficiency through global skills enhancement using web 2.0 tools in university EFL contexts
This mixed-methods quasi-experimental study investigates the integration of Web 2.0 tools into university EFL curricula, assessing their impact on language proficiency and global skills development. Conducted at a Turkish university with 41 international students, the study divided participants into control and experimental groups, with the latter engaging with blogs, wikis, and multimedia platforms over a 14-week term. Data were collected throug…
Digital integration in the Saudi ELT context
Exploring the Role of Motivation in Self‐Regulated Digital Game‐Based Vocabulary Learning Among Saudi EFL Learners
This study investigated the relationship between attention, relevance, confidence and satisfaction within the ARCS motivational framework in self‐regulated digital game‐based vocabulary learning among Saudi EFL learners. Employing structural equation modelling, this study examined how these motivational factors interact and influence learner engagement in digital game‐based vocabulary learning. A sample of 794 Saudi EFL learners enrolled in unive…
Understanding the Psychological Factors Associated with (non) Disclosure Behaviour after GenAI Usage
Motivation and English self-efficacy in online learning applications among Saudi EFL learners
Online language learning applications have transformed English as a foreign language instruction by providing flexible and personalized pathways to language learning. For EFL learners, proficiency is crucial for academic and career advancement, necessitating understanding how motivation, self-regulated learning strategies, and self-efficacy interact within the digital environment. However, a scholarly gap remains regarding how these psychological…
Working Memory, Attention Control, and Vocabulary Retention in AI (ChatGPT)-Assisted Foreign Language Learning
This study examined how working memory, attention control, and frequency of ChatGPT-4 use are structurally associated with vocabulary retention in foreign language learning. A quantitative cross-sectional survey design was employed, with data collected from 1002 EFL learners via stratified random sampling. Validated self-report instruments measured working memory, attention control, frequency of ChatGPT use, and vocabulary retention (immediate re…
Modelling Divergent Thinking as a Mediator Between Artificial Intelligence Cognitive Stimulation and EFL Learners’ Cognitive Creativity
Research on AI-supported EFL learning has largely focused on learning outcomes, with limited attention to the cognitive mechanisms underlying creativity and the role of AI experience in shaping this process. This study examined how AI cognitive stimulation relates to EFL learners’ cognitive creativity, as measured by divergent thinking, with attention to the conditioning role of AI experience. Using a quantitative, correlational, cross-sectional …
Individual vs peer support in the AI era
Motivational Factors Influencing English Language Learning Among Saudi EFL Students
AI-driven adaptive feedback and EFL writing performance
This study investigates the role of AI-driven adaptive feedback systems in enhancing feedback engagement, metacognitive strategies, epistemic agency, and writing performance among Saudi EFL learners. Adopting a cross-linguistic perspective, this study examined the impact of feedback provided in both Arabic (L1) and English as a Foreign Language (EFL) contexts. A quantitative predictive research design was employed utilising Structural Equation Mo…
Psychology (14 works) · Mathematics education (11 works) · EFL/ESL Teaching and Learning (10 works) · Linguistics (6 works) · Cognition (5 works) · Computer Science (5 works) · Innovative Teaching and Learning Methods (5 works) · Structural equation modeling (5 works) · Confirmatory factor analysis (4 works) · Pedagogy (4 works)