Evidence map›Paper›PMID 42272743›Full record

ArticleFrontiers in psychology2026

From tool to scaffold: structured human-AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners.

Omar Abdullah Omar Alshehri, Ali Lamouchi, Mohamed Sayed Abdellatif, Mashael Nasser Ayed Al-Dosari, Mohamed Mekheimer, Mohamed Ali Nemt-Allah

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Omar Abdullah Omar AlshehriDepartment of Library and Information Science, College of Education and Human Development, University of Bisha, Bisha, Saudi Arabia.
Ali LamouchiDepartment of English Language and Literature, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Mohamed Sayed AbdellatifDepartment of Psychology, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Mashael Nasser Ayed Al-DosariDepartment of Educational Sciences, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Mohamed MekheimerDepartment of Teaching English to Speakers of Other Languages (TESOL), Faculty of Education, Beni-Suef University, Beni-Suef City, Egypt.
Mohamed Ali Nemt-AllahDepartment of Educational Psychology and Statistics, Faculty of Education, Al-Azhar University, Dakahlia, Egypt.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This mixed-methods quasi-experimental study examined whether pedagogically structured, AI-supported writing instruction is associated with improvements in EFL academic writing performance and digital critical thinking/AI literacy among Saudi university students. Fifty-three undergraduates were assigned by intact classes to an experimental group (

Indexed as

AI literacyAI-supported writingdigital critical thinkingEFL academic writingethical regulationgenerative AIhuman–AI collaborationSaudi higher education

Identifiers

PMID42272743
PMCPMC13249262

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.