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

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Title: From tool to scaffold: structured human-AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners.
Authors: Alshehri OAO; Department of Library and Information Science, College of Education and Human Development, University of Bisha, Bisha, Saudi Arabia., Lamouchi A; Department of English Language and Literature, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia., Abdellatif MS; Department of Psychology, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia., Al-Dosari MNA; Department of Educational Sciences, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia., Mekheimer M; Department of Teaching English to Speakers of Other Languages (TESOL), Faculty of Education, Beni-Suef University, Beni-Suef City, Egypt., Nemt-Allah MA; Department of Educational Psychology and Statistics, Faculty of Education, Al-Azhar University, Dakahlia, Egypt.
Source: Frontiers in psychology [Front Psychol] 2026 May 26; Vol. 17, pp. 1830103. Date of Electronic Publication: 2026 May 26 (Print Publication: 2026).
Publication Type: Journal Article
Journal Info: Publisher: Frontiers Research Foundation Country of Publication: Switzerland NLM ID: 101550902 Publication Model: eCollection Cited Medium: Print ISSN: 1664-1078 (Print) Linking ISSN: 16641078 NLM ISO Abbreviation: Front Psychol Subsets: PubMed not MEDLINE
Database: MEDLINE Ultimate
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  Data: From tool to scaffold: structured human-AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners.
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  Data: <searchLink fieldCode="AU" term="%22Alshehri+OAO%22">Alshehri OAO</searchLink>; Department of Library and Information Science, College of Education and Human Development, University of Bisha, Bisha, Saudi Arabia.<br /><searchLink fieldCode="AU" term="%22Lamouchi+A%22">Lamouchi A</searchLink>; Department of English Language and Literature, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.<br /><searchLink fieldCode="AU" term="%22Abdellatif+MS%22">Abdellatif MS</searchLink>; Department of Psychology, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.<br /><searchLink fieldCode="AU" term="%22Al-Dosari+MNA%22">Al-Dosari MNA</searchLink>; Department of Educational Sciences, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.<br /><searchLink fieldCode="AU" term="%22Mekheimer+M%22">Mekheimer M</searchLink>; Department of Teaching English to Speakers of Other Languages (TESOL), Faculty of Education, Beni-Suef University, Beni-Suef City, Egypt.<br /><searchLink fieldCode="AU" term="%22Nemt-Allah+MA%22">Nemt-Allah MA</searchLink>; Department of Educational Psychology and Statistics, Faculty of Education, Al-Azhar University, Dakahlia, Egypt.
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  Data: <searchLink fieldCode="JN" term="%22101550902%22">Frontiers in psychology</searchLink> [Front Psychol] 2026 May 26; Vol. 17, pp. 1830103. <i>Date of Electronic Publication: </i>2026 May 26 (<i>Print Publication: </i>2026).
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