Azzeddine Boudouaia
Biographic Data
| ID | 5677349 |
|---|---|
| NAME | Azzeddine Boudouaia |
| GIVEN NAMES | Azzeddine |
| FAMILY NAME | Boudouaia |
| SIGNATURE | BOUDOUAIA A |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0000-0002-6919-7732 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Individual vs peer support in the AI era
Artificial Intelligence as a Muse or a Rival? A Comparative Study of Poetic Creativity between Algerian EFL University Students and ChatGPT-4
Objectives: This study explores the role of Artificial Intelligence (AI) in enhancing poetic creativity across culturally diverse educational contexts, with particular attention to Algerian master’s students in English studies. It examines the impact of ChatGPT-4-assisted composition on the quality of poetic output compared to traditional writing methods. Methods: This study employed a quantitative research design involving nineteen participants,…
The interplay between feedback literacy and feedback engagement in writing tasks for multilingual higher education students
Understanding feedback is critical for students to cope with the complexities of multilingual development and transfer across languages. While it is crucial that students possess feedback literacy (FL) as a tool for engagement growth in writing, little is known about the predictive relationships between L1 FL, L2 FL, and L3 FL and the relationship between them and feedback engagement (FE). Therefore, this study aimed to address these identified r…
Investigating students’ programming behaviors, interaction qualities and perceptions through prompt-based learning in ChatGPT
ChatGPT has proven to facilitate computer programming tasks through the strategic use of prompts, which effectively steer the interaction with the language model towards eliciting relevant information. However, the impact of specifically designed prompts on programming learning outcomes has not been rigorously examined through empirical research. This study adopted a quasi-experimental framework to investigate the differential effects of prompt-b…
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…
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…
Learner Autonomy
Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected f…
Influence of Teachers’ Competencies on ICT Implementation in Kenyan Universities
Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. The study explores the implication of teachers’ competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. The study presents a university survey in Kenya on 475 teachers…
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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…
Learner Autonomy
Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected f…
Influence of Teachers’ Competencies on ICT Implementation in Kenyan Universities
Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. The study explores the implication of teachers’ competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. The study presents a university survey in Kenya on 475 teachers…
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…
Investigating students’ programming behaviors, interaction qualities and perceptions through prompt-based learning in ChatGPT
ChatGPT has proven to facilitate computer programming tasks through the strategic use of prompts, which effectively steer the interaction with the language model towards eliciting relevant information. However, the impact of specifically designed prompts on programming learning outcomes has not been rigorously examined through empirical research. This study adopted a quasi-experimental framework to investigate the differential effects of prompt-b…
Artificial Intelligence as a Muse or a Rival? A Comparative Study of Poetic Creativity between Algerian EFL University Students and ChatGPT-4
Objectives: This study explores the role of Artificial Intelligence (AI) in enhancing poetic creativity across culturally diverse educational contexts, with particular attention to Algerian master’s students in English studies. It examines the impact of ChatGPT-4-assisted composition on the quality of poetic output compared to traditional writing methods. Methods: This study employed a quantitative research design involving nineteen participants,…
The interplay between feedback literacy and feedback engagement in writing tasks for multilingual higher education students
Understanding feedback is critical for students to cope with the complexities of multilingual development and transfer across languages. While it is crucial that students possess feedback literacy (FL) as a tool for engagement growth in writing, little is known about the predictive relationships between L1 FL, L2 FL, and L3 FL and the relationship between them and feedback engagement (FE). Therefore, this study aimed to address these identified r…
Individual vs peer support in the AI era
Mathematics education (6 works) · Psychology (6 works) · Pedagogy (3 works) · AI in Service Interactions (2 works) · Applied Psychology (2 works) · Artificial Intelligence in Healthcare and Education (2 works) · Clinical Psychology (2 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Foreign language (2 works)