Majed Ubdullah Alabbadi
Assistant Professor, Department of Curriculum and Instructional Technology, College of Education, Taif University, Taif, Saudi Arabia
Volume: 17 | Issue: 4 | Pages: 104-119 | December 2025 | https://doi.org/10.54940/ep16307404 | PDF
Received:14/09/2025 | Received:29/09/2025 | Accepted:30/09/2025
Corresponding Author: [email protected]
Abstract
The educational field is witnessing rapid transformations driven by generative artificial intelligence (AI) applications, which provide new opportunities for enhancing teaching and learning processes, particularly in the domain of language skills. However, research in the Arab context addressing the integration of these applications into general education remains limited. Therefore, the present study aimed to investigate the effectiveness of utilizing generative AI applications in developing writing expression skills and self-regulated learning among Intermediate Stage Students. The study employed a quasi-experimental design, with a sample consisting of 55 Third Grade of Intermediate Stage Students in Taif City, randomly assigned into two groups: an experimental group (n=28) taught using the “ChatGPT” and “Sahehli” applications, and a control group (n=27) taught using traditional methods. A writing expression skills test and a self-regulated learning scale were administered. The findings revealed statistically significant differences between the mean scores of the two groups in the post-application of both instruments, in favor of the experimental group. These results indicate the effectiveness of generative AI applications in developing writing expression skills and self-regulated learning. The study recommends integrating such applications into Arabic language curricula, providing teachers with professional development programs to ensure their effective use, and urging policymakers to support the necessary technological infrastructure and adopt educational policies that leverage the potential of generative AI.
Keywords
Generative Artificial Intelligence, Applications, Written Expression, Self-Regulated Learning.
How to Cite
Alabbadi, M. (2025). The Effectiveness of Using Generative Artificial Intelligence Applications in Developing Written Expression and Self-Regulated Learning Among Intermediate Stage Students. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol17(4), pp104-119. https://doi.org/10.54940/ep16307404
License
1658-8177/© 2025-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-