Mohamad Almashour
Biographic Data
| ID | 6480231 |
|---|---|
| NAME | Mohamad Almashour |
| GIVEN NAMES | Mohamad |
| FAMILY NAME | Almashour |
| SIGNATURE | ALMASHOUR M |
| AFFILIATIONS | University of Jordan |
| ORCID | 0009-0007-8971-5879 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Posthuman translanguaging and the reconfiguration of authorship in AI-mediated EFL academic writing
This article examines how authorship is reconfigured when multilingual English-as-a-foreign-language writers compose academic texts with generative artificial intelligence. Drawing on posthuman translanguaging, it treats authorship as an assemblage distributed across human, algorithmic, affective, and institutional relations. Data were generated from 111 ChatGPT-mediated drafting sequences, 25 stimulated-recall interviews, 150 reflective journal …
Reweighting Please: Requestive Bridging Devices in Arabic–English Spoken and Digital Requests
This study examines whether Arabic–English bilinguals use please and comparable Arabic request-related markers as a shared resource across different request contexts. It asks whether such use is higher than in Arabic-dominant baseline production, whether it differs across spoken and digital interaction, and whether it is linked to bilingual experience, especially intensity of English use. Sixty adults produced about 1,200 requests in spoken role-…
Proficiency, phonological context, and distributional control in Arabic L1 learners' English stop voicing
Arabic and English differ in how they organize stop voicing along the voice onset time (VOT) continuum. Jordanian Arabic typically contrasts prevoiced /b/ with short-lag voiceless stops, whereas General American English uses short-lag /b/ and long-lag aspirated /p/ in stressed singleton onsets, with aspiration suppressed after /s/. Within the revised Speech Learning Model (SLM-r), such learning should appear not only as shifts in mean VOT but als…
Blended learning with AI role-play in English for tourism and hospitality
This mixed-methods quasi-experimental study examined whether AI-mediated role-play could support complaint-handling performance in an English for Tourism and Hospitality course. The study was conducted with 89 intermediate-level undergraduate EFL students at a public university in Jordan. Students were assigned by class section to a control group that completed instructor-led role-play and an experimental group that engaged in AI-mediated role-pl…
Initial self-assessment calibration and post-baseline L2 speech comprehensibility trajectories: A secondary longitudinal analysis with explanatory learner reflections
This secondary longitudinal study examined whether early calibration between self-assessed and externally rated comprehensibility was associated with subsequent L2 speech comprehensibility growth across one semester. Using de-identified classroom data from 160 Jordanian EFL learners (558 learner-wave observations; 3348 ratings), the study combined mixed-effects modeling and brief post-task reflections. In the primary baseline-adjusted model, Wave…
Comparing AI-assisted and teacher-led reading strategy instruction in an EFL context: A quasi-experimental study
Grounded in a metacognitive and distributed-scaffolding framework, this quasi-experimental study examined classroom-level patterns associated with two configurations of reading strategy instruction and with business-as-usual instruction in a university EFL context. Sixty undergraduate students enrolled in an advanced reading course at a public university in Jordan participated in the study. To preserve natural classroom composition, three intact …
ChatGPT as tutor and mentor in English phonetics: EFL students’ perceptions of concept learning and engagement
This qualitative study examined EFL students’ perceptions of ChatGPT during a short, structured implementation in an undergraduate English Phonetics course. The focus was conceptual understanding and engagement rather than pronunciation performance. Using exported conversation logs from six required sessions, weekly reflective journals, and post-intervention semi-structured interviews with 35 students, we conducted thematic analysis. Students des…
From world Englishes to Hyperlingua: English as infrastructural governance in Jordan and the Middle East
Purpose This article examines how English is built into policy, digital, and academic governance systems in Jordan and selected Middle Eastern comparator contexts. It argues that English now functions less as a discretionary communicative resource than as an infrastructural condition of participation, recognition, and mobility. Design/methodology/approach The study combines Critical Language Policy and Critical Discourse Analysis to examine a pur…
Identity, Agency, and Human–AI Mediation in L2 Academic Writing: An Interactional Study
Generative language models are increasingly used in academic writing, yet research on AI-assisted writing often reduces them to instructional tools or feedback providers and relies mainly on outcomes or self-reports. This study instead examines human–AI coordination as the analytic focus and conceptualizes composing as a distributed activity involving writers, prompts, system outputs, and evolving drafts. Drawing on human–computer interaction and…
Voice onset time in Arabic L1 learners of English and Spanish: Evidence for stability, interaction, and phonetic drift in multilingual speech
This study examines voice onset time (VOT) in Arabic first-language speakers learning English and Spanish as a multilingual test of the speech learning model-revised (SLM-r). The model predicts continuous phonetic learning, interaction among categories in a shared phonetic space, and bidirectional influence across languages. VOT production was examined in Arabic monolinguals, an Arabic–English bilingual group, an Arabic–English–Spanish multilingu…
Cue weighting in the perception and production of English stop voicing by Arabic-speaking learners: Phonological context and immediate post-instruction adjustment
This study revisits English stop voicing in Arabic-speaking learners through a design that combines perception, production, phonological context, and a brief instructional manipulation within the same participants. Forty participants took part: 30 Arabic-speaking learners (10 Novice-High, 10 Intermediate-High, and 10 Advanced) and 10 native English controls. Learners completed perception and production pretests, a live standardized mini-lesson, a…
Whose English counts? Linguistic justice, gatekeeping, and AI-mediated language policy in academic publishing
Academic publishing has long served as a site of language regulation, shaping which knowledge becomes publishable, under what linguistic conditions, and at what cost. The normalization of generative artificial intelligence sharpens these concerns, as AI tools are now increasingly entangled with manuscript preparation, editorial screening, and peer-review governance. This article examines AI-mediated academic publishing as an emerging domain of la…
Algorithmic feedback and multilingual identity: Translanguaging practices in Jordanian EFL academic writing
This study examines how multilingual EFL students and instructors in a Jordanian university respond to AI-mediated writing support using translanguaging practices. Through a qualitative multi-case design, the research draws on interviews, classroom observations, writing samples, AI-generated feedback, and instructor journals. The findings show that students do not simply follow AI suggestions; instead, they assess them critically, adjusting or di…
“They know AI, but they also know us”: Student perceptions of EFL teacher identity in AI-enhanced classrooms in Jordan
Introduction The integration of artificial intelligence (AI) in education is reshaping classroom practices and teacher identity, particularly in English as a Foreign Language (EFL) contexts. This study investigates undergraduate perceptions of how AI impacts EFL teacher roles in Jordanian classrooms. Methods Using a qualitative design, semi-structured interviews were conducted with 20 third- and fourth-year EFL students at the University of Jorda…
Testing Krashen’s input hypothesis with AI: A mixed-methods study on reading input and oral proficiency in EFL
This study investigated the impact of AI-generated graded reading materials on the oral proficiency of adult EFL learners in a six-month intervention. Ninety participants generated weekly texts using proficiency-aligned prompts and were assessed through pre- and post-intervention ACTFL Oral Proficiency Interviews, complemented by learner reflective journals. Quantitative results suggested significant proficiency gains across all initial levels, w…
AI vs. teacher feedback on EFL argumentative writing: A quantitative study
Introduction This study investigates the effectiveness of AI-generated feedback compared to teacher-generated feedback on the argumentative writing performance of English as a Foreign Language (EFL) learners at different proficiency levels. Methods Sixty undergraduate students from a writing-focused EFL course in Jordan participated in a quasi-experimental, pretest-posttest study. Participants were stratified into two ACTFL proficiency levels (In…
Translanguaging in Jordanian EFL assessment: Cognitive scaffolding, identity expression, and institutional friction
Bridging worlds with words: Translanguaging and its impact on identity formation among Jordanian graduate students in Ontario
Translanguaging, an approach to multilingualism, enables individuals to draw from their entire linguistic repertoires, challenging traditional language boundaries. This study explores how translanguaging practices influence identity formation, academic integration, and social adaptation among Jordanian graduate students in Ontario, Canada, where linguistic diversity and bilingualism present unique challenges and opportunities for cultural express…
Exploring learning strategies used by Jordanian University EFL learners in argumentative writing tasks: The role of gender and proficiency
This study investigates learning strategies in argumentative writing tasks among 60 English as a Foreign Language (EFL) university students, classified as proficient or less-proficient writers based on essay scores. Data were collected through a validated questionnaire assessing six categories of learning strategies: affective, metacognitive, social, compensatory, cognitive, and memory. Findings suggest female students utilize affective strategie…
No prominent works on this page.
Exploring learning strategies used by Jordanian University EFL learners in argumentative writing tasks: The role of gender and proficiency
This study investigates learning strategies in argumentative writing tasks among 60 English as a Foreign Language (EFL) university students, classified as proficient or less-proficient writers based on essay scores. Data were collected through a validated questionnaire assessing six categories of learning strategies: affective, metacognitive, social, compensatory, cognitive, and memory. Findings suggest female students utilize affective strategie…
Bridging worlds with words: Translanguaging and its impact on identity formation among Jordanian graduate students in Ontario
Translanguaging, an approach to multilingualism, enables individuals to draw from their entire linguistic repertoires, challenging traditional language boundaries. This study explores how translanguaging practices influence identity formation, academic integration, and social adaptation among Jordanian graduate students in Ontario, Canada, where linguistic diversity and bilingualism present unique challenges and opportunities for cultural express…
Algorithmic feedback and multilingual identity: Translanguaging practices in Jordanian EFL academic writing
This study examines how multilingual EFL students and instructors in a Jordanian university respond to AI-mediated writing support using translanguaging practices. Through a qualitative multi-case design, the research draws on interviews, classroom observations, writing samples, AI-generated feedback, and instructor journals. The findings show that students do not simply follow AI suggestions; instead, they assess them critically, adjusting or di…
“They know AI, but they also know us”: Student perceptions of EFL teacher identity in AI-enhanced classrooms in Jordan
Introduction The integration of artificial intelligence (AI) in education is reshaping classroom practices and teacher identity, particularly in English as a Foreign Language (EFL) contexts. This study investigates undergraduate perceptions of how AI impacts EFL teacher roles in Jordanian classrooms. Methods Using a qualitative design, semi-structured interviews were conducted with 20 third- and fourth-year EFL students at the University of Jorda…
Testing Krashen’s input hypothesis with AI: A mixed-methods study on reading input and oral proficiency in EFL
This study investigated the impact of AI-generated graded reading materials on the oral proficiency of adult EFL learners in a six-month intervention. Ninety participants generated weekly texts using proficiency-aligned prompts and were assessed through pre- and post-intervention ACTFL Oral Proficiency Interviews, complemented by learner reflective journals. Quantitative results suggested significant proficiency gains across all initial levels, w…
AI vs. teacher feedback on EFL argumentative writing: A quantitative study
Introduction This study investigates the effectiveness of AI-generated feedback compared to teacher-generated feedback on the argumentative writing performance of English as a Foreign Language (EFL) learners at different proficiency levels. Methods Sixty undergraduate students from a writing-focused EFL course in Jordan participated in a quasi-experimental, pretest-posttest study. Participants were stratified into two ACTFL proficiency levels (In…
Translanguaging in Jordanian EFL assessment: Cognitive scaffolding, identity expression, and institutional friction
Posthuman translanguaging and the reconfiguration of authorship in AI-mediated EFL academic writing
This article examines how authorship is reconfigured when multilingual English-as-a-foreign-language writers compose academic texts with generative artificial intelligence. Drawing on posthuman translanguaging, it treats authorship as an assemblage distributed across human, algorithmic, affective, and institutional relations. Data were generated from 111 ChatGPT-mediated drafting sequences, 25 stimulated-recall interviews, 150 reflective journal …
Reweighting Please: Requestive Bridging Devices in Arabic–English Spoken and Digital Requests
This study examines whether Arabic–English bilinguals use please and comparable Arabic request-related markers as a shared resource across different request contexts. It asks whether such use is higher than in Arabic-dominant baseline production, whether it differs across spoken and digital interaction, and whether it is linked to bilingual experience, especially intensity of English use. Sixty adults produced about 1,200 requests in spoken role-…
Proficiency, phonological context, and distributional control in Arabic L1 learners' English stop voicing
Arabic and English differ in how they organize stop voicing along the voice onset time (VOT) continuum. Jordanian Arabic typically contrasts prevoiced /b/ with short-lag voiceless stops, whereas General American English uses short-lag /b/ and long-lag aspirated /p/ in stressed singleton onsets, with aspiration suppressed after /s/. Within the revised Speech Learning Model (SLM-r), such learning should appear not only as shifts in mean VOT but als…
Blended learning with AI role-play in English for tourism and hospitality
This mixed-methods quasi-experimental study examined whether AI-mediated role-play could support complaint-handling performance in an English for Tourism and Hospitality course. The study was conducted with 89 intermediate-level undergraduate EFL students at a public university in Jordan. Students were assigned by class section to a control group that completed instructor-led role-play and an experimental group that engaged in AI-mediated role-pl…
Initial self-assessment calibration and post-baseline L2 speech comprehensibility trajectories: A secondary longitudinal analysis with explanatory learner reflections
This secondary longitudinal study examined whether early calibration between self-assessed and externally rated comprehensibility was associated with subsequent L2 speech comprehensibility growth across one semester. Using de-identified classroom data from 160 Jordanian EFL learners (558 learner-wave observations; 3348 ratings), the study combined mixed-effects modeling and brief post-task reflections. In the primary baseline-adjusted model, Wave…
Comparing AI-assisted and teacher-led reading strategy instruction in an EFL context: A quasi-experimental study
Grounded in a metacognitive and distributed-scaffolding framework, this quasi-experimental study examined classroom-level patterns associated with two configurations of reading strategy instruction and with business-as-usual instruction in a university EFL context. Sixty undergraduate students enrolled in an advanced reading course at a public university in Jordan participated in the study. To preserve natural classroom composition, three intact …
ChatGPT as tutor and mentor in English phonetics: EFL students’ perceptions of concept learning and engagement
This qualitative study examined EFL students’ perceptions of ChatGPT during a short, structured implementation in an undergraduate English Phonetics course. The focus was conceptual understanding and engagement rather than pronunciation performance. Using exported conversation logs from six required sessions, weekly reflective journals, and post-intervention semi-structured interviews with 35 students, we conducted thematic analysis. Students des…
From world Englishes to Hyperlingua: English as infrastructural governance in Jordan and the Middle East
Purpose This article examines how English is built into policy, digital, and academic governance systems in Jordan and selected Middle Eastern comparator contexts. It argues that English now functions less as a discretionary communicative resource than as an infrastructural condition of participation, recognition, and mobility. Design/methodology/approach The study combines Critical Language Policy and Critical Discourse Analysis to examine a pur…
Identity, Agency, and Human–AI Mediation in L2 Academic Writing: An Interactional Study
Generative language models are increasingly used in academic writing, yet research on AI-assisted writing often reduces them to instructional tools or feedback providers and relies mainly on outcomes or self-reports. This study instead examines human–AI coordination as the analytic focus and conceptualizes composing as a distributed activity involving writers, prompts, system outputs, and evolving drafts. Drawing on human–computer interaction and…
Voice onset time in Arabic L1 learners of English and Spanish: Evidence for stability, interaction, and phonetic drift in multilingual speech
This study examines voice onset time (VOT) in Arabic first-language speakers learning English and Spanish as a multilingual test of the speech learning model-revised (SLM-r). The model predicts continuous phonetic learning, interaction among categories in a shared phonetic space, and bidirectional influence across languages. VOT production was examined in Arabic monolinguals, an Arabic–English bilingual group, an Arabic–English–Spanish multilingu…
Cue weighting in the perception and production of English stop voicing by Arabic-speaking learners: Phonological context and immediate post-instruction adjustment
This study revisits English stop voicing in Arabic-speaking learners through a design that combines perception, production, phonological context, and a brief instructional manipulation within the same participants. Forty participants took part: 30 Arabic-speaking learners (10 Novice-High, 10 Intermediate-High, and 10 Advanced) and 10 native English controls. Learners completed perception and production pretests, a live standardized mini-lesson, a…
Whose English counts? Linguistic justice, gatekeeping, and AI-mediated language policy in academic publishing
Academic publishing has long served as a site of language regulation, shaping which knowledge becomes publishable, under what linguistic conditions, and at what cost. The normalization of generative artificial intelligence sharpens these concerns, as AI tools are now increasingly entangled with manuscript preparation, editorial screening, and peer-review governance. This article examines AI-mediated academic publishing as an emerging domain of la…
EFL/ESL Teaching and Learning (5 works) · Multilingual Education and Policy (5 works) · Second Language Learning and Teaching (5 works) · Arabic (4 works) · Computer Science (4 works) · Mathematics education (4 works) · Perception (4 works) · Phonetics and Phonology Research (4 works) · Psychology (4 works) · Qualitative research (4 works)