Abdelhamid A Khalil
Biographic Data
| ID | 9755636 |
|---|---|
| NAME | Abdelhamid A Khalil |
| GIVEN NAMES | Abdelhamid A |
| FAMILY NAME | Khalil |
| SIGNATURE | KHALIL A A |
| AFFILIATIONS | Ajman University |
| ORCID | 0000-0001-7530-0903 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Reconceptualizing Grammar Development through Dynamic Assessment
This study examines how Dynamic Assessment (DA), a Vygotskian conceptualization of the Zone of Proximal Development (ZPD), can influence the grammatical development of Emirati EFL students at the secondary level. The quasi-experimental study, which employed a sequential explanatory mixed-methods design, followed an intervention with 140 twelfth-grade students to compare instruction mediated by DA with Non-Dynamic Assessment (NDA). The respondents…
Bridging the Gap
The study examines the application of artificial intelligence (AI) tools to enhance oral reading (OR), oral communication skills, and motivation among university-level English as a Foreign Language (EFL) learners. Despite the growing use of AI in language learning, there is limited empirical research on the interaction between AI-based activities and conventional oral reading within an integrated pedagogical context. Drawing on cognitive, motivat…
Teacher Professional Development as English Language-in-Education Planning in Saudi Arabia
Teacher professional development (TPD) is commonly framed as an instructional improvement strategy; however, in contexts of rapid English expansion it also functions as a central policy instrument through which language-in-education planning is enacted. This systematic review reconceptualizes Saudi English-as-a-foreign-language TPD as acquisition planning and synthesizes 22 studies published between 2015 and 2025. Guided by PRISMA 2020 procedures…
No prominent works on this page.
Reconceptualizing Grammar Development through Dynamic Assessment
This study examines how Dynamic Assessment (DA), a Vygotskian conceptualization of the Zone of Proximal Development (ZPD), can influence the grammatical development of Emirati EFL students at the secondary level. The quasi-experimental study, which employed a sequential explanatory mixed-methods design, followed an intervention with 140 twelfth-grade students to compare instruction mediated by DA with Non-Dynamic Assessment (NDA). The respondents…
Bridging the Gap
The study examines the application of artificial intelligence (AI) tools to enhance oral reading (OR), oral communication skills, and motivation among university-level English as a Foreign Language (EFL) learners. Despite the growing use of AI in language learning, there is limited empirical research on the interaction between AI-based activities and conventional oral reading within an integrated pedagogical context. Drawing on cognitive, motivat…
Teacher Professional Development as English Language-in-Education Planning in Saudi Arabia
Teacher professional development (TPD) is commonly framed as an instructional improvement strategy; however, in contexts of rapid English expansion it also functions as a central policy instrument through which language-in-education planning is enacted. This systematic review reconceptualizes Saudi English-as-a-foreign-language TPD as acquisition planning and synthesizes 22 studies published between 2015 and 2025. Guided by PRISMA 2020 procedures…
Curriculum (2 works) · EFL/ESL Teaching and Learning (2 works) · Grammar (2 works) · AI in Service Interactions (1 works) · Collaborative Teaching and Inclusion (1 works) · Communication skills (1 works) · Conceptualization (1 works) · Curriculum development (1 works) · Dialogic (1 works) · Differential effects (1 works)