Otmane EL Hosayny
Biographic Data
| ID | 9659963 |
|---|---|
| NAME | Otmane EL Hosayny |
| GIVEN NAMES | Otmane |
| FAMILY NAME | EL Hosayny |
| SIGNATURE | EL HOSAYNY O |
| AFFILIATIONS | Chouaib Doukkali University |
| ORCID | 0009-0003-0580-653X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Regressive transfer of metacognitive writing strategies from English (L3) to Standard Arabic (L1) among trilingual university students
While a plethora of studies have documented the transformative effect of teaching metacognitive writing strategies (MCWSs) on students’ strategy use and writing performance within one language, the cross-linguistic transferability of this effect remains limited, particularly in its regressive nature. Adopting a quasi-experimental pre-test–post-test non-equivalent design, this study examines the impact of explicit MCWSs instruction in English (L3)…
Metacognitive regulation and ChatGPT-assisted writing
Given the contemporary global issues and growth of generative artificial intelligence (GenAI) technology, students are required to effectively activate their metacognitive strategies when using AI not only to develop essential 21st-century skills but also to leverage the benefits of GenAI and avoid its potential negative effect. This paper explores the dynamic realm of AI-assisted writing within the framework of metacognitive regulation (MR) and …
Advancing L3 writing pedagogy in higher education through metacognitive strategy instruction
The impact of metacognitive strategies and reflective practices on English (L3) majors’ speaking anxiety
No prominent works on this page.
Regressive transfer of metacognitive writing strategies from English (L3) to Standard Arabic (L1) among trilingual university students
While a plethora of studies have documented the transformative effect of teaching metacognitive writing strategies (MCWSs) on students’ strategy use and writing performance within one language, the cross-linguistic transferability of this effect remains limited, particularly in its regressive nature. Adopting a quasi-experimental pre-test–post-test non-equivalent design, this study examines the impact of explicit MCWSs instruction in English (L3)…
Metacognitive regulation and ChatGPT-assisted writing
Given the contemporary global issues and growth of generative artificial intelligence (GenAI) technology, students are required to effectively activate their metacognitive strategies when using AI not only to develop essential 21st-century skills but also to leverage the benefits of GenAI and avoid its potential negative effect. This paper explores the dynamic realm of AI-assisted writing within the framework of metacognitive regulation (MR) and …
Advancing L3 writing pedagogy in higher education through metacognitive strategy instruction
The impact of metacognitive strategies and reflective practices on English (L3) majors’ speaking anxiety
Metacognition (4 works) · EFL/ESL Teaching and Learning (3 works) · Innovative Teaching and Learning Methods (2 works) · Affordance (1 work) · AI in Service Interactions (1 work) · Anxiety (1 work) · Arabic (1 work) · Artificial Intelligence in Healthcare and Education (1 work) · Autonomy (1 work) · Communication in Education and Healthcare (1 work)