Faris Salim Allehyani
Biographic Data
| ID | 9758307 |
|---|---|
| NAME | Faris Salim Allehyani |
| GIVEN NAMES | Faris Salim |
| FAMILY NAME | Allehyani |
| SIGNATURE | ALLEHYANI F S |
| AFFILIATIONS | University of Tabuk |
| ORCID | 0009-0002-7833-7394 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Enhancing Generative Thinking Skills in University Students through Online Peer-Review
Enhancing higher-order thinking skills is a key challenge in higher education. Peer review supports generative thinking by promoting critical dialogue and reflection; however, the effects of anonymity levels in online peer review remain underexplored. This study investigates the impact of shifting from full anonymity to partial anonymity on fluency, a core component of generative thinking. Using a quasi-experimental design, 50 university students…
Exploring Saudi EFL Learners' Engagement With AI Generative Tools in Educational Settings
The study explored EFL learners’ engagement with AI generative tools, their perceptions and practices, and the pedagogical implications in the Saudi Arabian context. 182 students from undergraduate programs at different universities were randomly selected. To obtain data from respondents, a questionnaire was used, which included self-designed items as well as items from existing studies. The data was assessed quantitatively using descriptive stat…
Incorporating Multiple Intelligences in Grammar Instruction
Conventional EFL Grammar instruction emphasizes rote memorization and rule-based learning, often disregarding students' cognitive strengths. However, recent studies revealed that language instructors could empower their students by customizing grammar lessons to their linguistic, interpersonal, and intrapersonal intelligences. Therefore, this study evaluates which linguistic, interpersonal, or intrapersonal intelligence-based grammar instruction …
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Exploring Saudi EFL Learners' Engagement With AI Generative Tools in Educational Settings
The study explored EFL learners’ engagement with AI generative tools, their perceptions and practices, and the pedagogical implications in the Saudi Arabian context. 182 students from undergraduate programs at different universities were randomly selected. To obtain data from respondents, a questionnaire was used, which included self-designed items as well as items from existing studies. The data was assessed quantitatively using descriptive stat…
Incorporating Multiple Intelligences in Grammar Instruction
Conventional EFL Grammar instruction emphasizes rote memorization and rule-based learning, often disregarding students' cognitive strengths. However, recent studies revealed that language instructors could empower their students by customizing grammar lessons to their linguistic, interpersonal, and intrapersonal intelligences. Therefore, this study evaluates which linguistic, interpersonal, or intrapersonal intelligence-based grammar instruction …
Enhancing Generative Thinking Skills in University Students through Online Peer-Review
Enhancing higher-order thinking skills is a key challenge in higher education. Peer review supports generative thinking by promoting critical dialogue and reflection; however, the effects of anonymity levels in online peer review remain underexplored. This study investigates the impact of shifting from full anonymity to partial anonymity on fluency, a core component of generative thinking. Using a quasi-experimental design, 50 university students…
Computer Science (2 works) · Generative grammar (2 works) · Mathematics education (2 works) · Psychology (2 works) · Anonymity (1 work) · Artificial Intelligence (1 work) · Education and Critical Thinking Development (1 work) · EFL/ESL Teaching and Learning (1 work) · Emotional Intelligence and Performance (1 work) · Fluency (1 work)