Farhana Diana Deris
Biographic Data
| ID | 6154416 |
|---|---|
| NAME | Farhana Diana Deris |
| GIVEN NAMES | Farhana Diana |
| FAMILY NAME | Deris |
| SIGNATURE | DERIS F D |
| AFFILIATIONS | University of Technology Malaysia |
| ORCID | 0000-0002-0319-9938 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Feedback literacy as multilingual literacy
This study reconceptualizes peer feedback literacy (PFL) as a multilevel practice situated within multilingual academic ecologies. Extending Carless and Boud’s (2018) model, it incorporates multilingual socialisation, identity positioning, and institutional mediation to explain how learners internalise peer feedback in EFL (China) and ESL (Malaysia) contexts, focusing on academic writing pedagogy. A longitudinal mixed-methods design integrated qu…
Investigating Arab Young Learners’ Usage of Inflectional Suffixes and Its Influencing Factors
Proficiency in inflectional suffixes, such as “-ed,” is fundamental for mastering English grammar, yet it remains a persistent challenge for many English as a Foreign Language (EFL) learners, particularly among Arab students. This study investigates the difficulties faced by 100 Libyan elementary school students in Malaysia in using the “-ed” suffix for past tense and past participle forms. Grounded in Vygotsky’s Sociocultural Theory (1978) and e…
Culture, tourism and migration in bintan borderland – legal anthropology perspective
This study investigates the intercultural relations and cultural literacy shape and influence the development of cross-border tourism in Bintan. Bintan has maintained a continuous cultural identity from the pre-modern era to the present, with strong social connections across these three neighboring countries. Malay culture continues to face significant challenge, as ethnic group increasing experiencing the impact of diminishing cultural literacy …
AI feedback literacy in higher education
As generative AI tools become increasingly integrated into higher education, understanding how students engage with AI-generated feedback is essential for rethinking and redesigning English writing practices. This study introduces AI feedback literacy (AIFL) to describe EFL learners’ ability to interpret, evaluate, and apply automated feedback effectively. Drawing on feedback literacy theory and motivational frameworks, such as self-determination…
Exploring EFL learners' positive emotions, technostress and psychological well‐being in AI ‐assisted language instruction with/without teacher support in Malaysia
Despite the growing interest in artificial intelligence (AI)‐assisted language learning, limited research has explored its impact on learners' emotional experiences, technostress and psychological well‐being in English as a Foreign Language (EFL) contexts. This study aimed to address this gap by investigating how AI‐assisted language instruction, with and without teacher support, influences these critical dimensions among EFL learners in Malaysia…
Exploring EFL learners' positive emotions, technostress and psychological well‐being in AI ‐assisted language instruction with/without teacher support in Malaysia
Despite the growing interest in artificial intelligence (AI)‐assisted language learning, limited research has explored its impact on learners' emotional experiences, technostress and psychological well‐being in English as a Foreign Language (EFL) contexts. This study aimed to address this gap by investigating how AI‐assisted language instruction, with and without teacher support, influences these critical dimensions among EFL learners in Malaysia…
Investigating Arab Young Learners’ Usage of Inflectional Suffixes and Its Influencing Factors
Proficiency in inflectional suffixes, such as “-ed,” is fundamental for mastering English grammar, yet it remains a persistent challenge for many English as a Foreign Language (EFL) learners, particularly among Arab students. This study investigates the difficulties faced by 100 Libyan elementary school students in Malaysia in using the “-ed” suffix for past tense and past participle forms. Grounded in Vygotsky’s Sociocultural Theory (1978) and e…
Culture, tourism and migration in bintan borderland – legal anthropology perspective
This study investigates the intercultural relations and cultural literacy shape and influence the development of cross-border tourism in Bintan. Bintan has maintained a continuous cultural identity from the pre-modern era to the present, with strong social connections across these three neighboring countries. Malay culture continues to face significant challenge, as ethnic group increasing experiencing the impact of diminishing cultural literacy …
AI feedback literacy in higher education
As generative AI tools become increasingly integrated into higher education, understanding how students engage with AI-generated feedback is essential for rethinking and redesigning English writing practices. This study introduces AI feedback literacy (AIFL) to describe EFL learners’ ability to interpret, evaluate, and apply automated feedback effectively. Drawing on feedback literacy theory and motivational frameworks, such as self-determination…
Exploring EFL learners' positive emotions, technostress and psychological well‐being in AI ‐assisted language instruction with/without teacher support in Malaysia
Despite the growing interest in artificial intelligence (AI)‐assisted language learning, limited research has explored its impact on learners' emotional experiences, technostress and psychological well‐being in English as a Foreign Language (EFL) contexts. This study aimed to address this gap by investigating how AI‐assisted language instruction, with and without teacher support, influences these critical dimensions among EFL learners in Malaysia…
Feedback literacy as multilingual literacy
This study reconceptualizes peer feedback literacy (PFL) as a multilevel practice situated within multilingual academic ecologies. Extending Carless and Boud’s (2018) model, it incorporates multilingual socialisation, identity positioning, and institutional mediation to explain how learners internalise peer feedback in EFL (China) and ESL (Malaysia) contexts, focusing on academic writing pedagogy. A longitudinal mixed-methods design integrated qu…
Literacy (3 works) · Mathematics education (2 works) · Psychology (2 works) · Arabic Language Education Studies (1 work) · Business (1 work) · Cluster grouping (1 work) · Cultural identity (1 work) · Discourse analysis (1 work) · Diverse Aspects of Tourism Research (1 work) · Education and Islamic Studies (1 work)