AI and Uncertain Motivation
Hidden allies that impact EFL argumentative essays using the Toulmin Model
Bibliographic Data
| ID | 7145635 |
|---|---|
| Authors | Abdullah Al Fraidan (0000-0002-5152-9794, King Faisal University, corresponding author) |
| Year | 2025 |
| Volume | 252 |
| Pages | 104684-104684 |
| Publication date | 2025-01-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2024.104684 |
| PMID | 39754997 |
| OpenAlex | W4406044337 |
| Language | EN |
| Citations received | 12 |
| References cited | 40 |
Argumentative · Cognitive psychology · Linguistics · Education and Critical Thinking Development · Philosophy · Psychology · Social Psychology
Multimodal GenAI-assisted instruction in EFL argumentative writing
Applying machine learning models to predict and identify factors affecting academic performance of paramedical students
A Toulmin Model Analysis of Student Argumentation on Artificial Intelligence
Can AI Argue More Sufficiently and Tactfully
From Language to Leverage
Effects of Collaborative Writing on EFL Learners’ Writing Accuracy, Fluency, and Complexity
Procedural Transparency and Legal Accountability to Sustain AI-Mediated Language Assessment in Saudi Arabia
The influence of GenAI on second language writing instruction
AI-assisted language learning for visually impaired learners
Friendship with human vs. AI peers
Deciphering the underlying repercussions of cognitive overload on university students' fatigue, frustration and academic productivity
Test anxiety across writing formats
Enhancing academic writing skills and motivation
Dopamine, learning and motivation
Using gamification to support learning English as a second language
“To Use or Not to Use?” A Mixed-Methods Study on the Determinants of EFL College Learners’ Behavioral Intention to Use AI in the Distributed Learning Context
How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning
Online peer feedback patterns of success and failure in argumentative essay writing
Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments
Using AI-driven chatbots to foster Chinese EFL students’ academic engagement
Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era
Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes
Exploring the Impact of AI on The EFL Context
The analysis of Toulmin elements in Chinese EFL university argumentative writing
| Unique citing works | 12 |
|---|---|
| Citations per year | 12 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |