Saudi EFL Learners' Academic Writing and Critical Thinking Scores

53 Saudi university students participated in a quasi-experimental study on AI-assisted writing instruction. Omar Abdullah Omar Alshehri authored this mixed-methods research, comparing an experimental group using AI workflows with a control group over 10–11 weeks. The study measured writing proficiency and digital critical thinking scores, finding significant improvements for the AI-supported group.

Use Cases

• Analyze the effect of structured AI collaboration on writing proficiency based on pretest/posttest scores
• Study the relationship between AI-assisted writing and digital critical thinking based on DCTS scores
• Evaluate pedagogical workflows encompassing problem framing, iterative drafting, and verification routines described in the study
• Investigate ethical self-regulation strategies in AI-assisted learning based on thematic analysis of student reflections

Strengths

• Includes specific quantitative results: writing proficiency M=15.23 vs. 11.91 and DCTS total M=89.84 vs. 56.18
• Describes a structured experimental design with control and experimental groups over a 10–11 week period
• Provides reliability metrics for the Digital Critical Thinking Scale (α=0.97 pretest, α=0.99 posttest)
• Thematic analysis of student reflections offers qualitative insights into AI usage patterns

Limitations

• Row count is unknown, which may limit suitability assessment
• Column-level documentation is absent; field semantics must be inferred after download
• Data is from a single institution with a modest sample of 53 students, limiting generalizability

Provenance

Source

figshare

Collection Method

Mixed-methods quasi-experimental study with intact-class assignment.

Time Range

Study conducted over 10–11 weeks.

Freshness

Last updated 2026-05-26 21:40:25; freshness should be verified

Geography

Saudi university students.