Structured AI workflows in Saudi EMI research writing

Performance gains, equity, and academic integrity across three semesters

Authors

  • Erick C. W. Nelson Prince Sultan University, Saudi Arabia

DOI:

https://doi.org/10.32674/e7jdhc67

Keywords:

generative AI, CustomGPT, research writing, academic integrity, microlearning, English-medium instruction, Saudi Arabia

Abstract

This mixed-methods case study examines a staged integration of generative AI (GenAI) into a core English course, Research Writing Techniques at a private English-medium university in Saudi Arabia (English-Medium Instruction; EMI) that enrolls predominantly first-year Arabic L1 students. Across three consecutive semesters, the intervention progressed from AI-enhanced instructor materials (Semester 241), to optional student-facing support via a course-specific CustomGPT tutor and short recap videos (Semester 242), to full Week-1 integration of a mandatory homework pipeline in which students consulted the course Guide, practiced with the CustomGPT tutor, reviewed via Quizlet, and completed proctored quizzes through Examplify, alongside a curricular shift in Assignment 1 from an Annotated Bibliography to a Literature Review (Semester 251). Data sources included ExamSoft midterm and final exam scores, quiz gradebooks, aggregate CustomGPT usage metrics, YouTube analytics, student surveys, and brief email interviews. Compared to baseline, Semester 251 students scored higher on homework—even under stricter, proctored conditions (76.00% vs. 94.61%; Hedges’ g = 1.20) and moderate gains on comprehensive final exams (61.36% vs. 70.46%; g = 0.52). A large midterm effect (64.29% vs. 85.01%; g = 1.19) and reduced score variability indicate that the structured workflow promoted deep, more equitable learning in APA citation and research methods. 

Author Biography

  • Erick C. W. Nelson, Prince Sultan University, Saudi Arabia

    Erick C. W. Nelson is a Lecturer in the Linguistics and Translation Department at Prince Sultan University in Riyadh, Saudi Arabia. He has over 25 years of experience in English language teaching, curriculum design, and academic skills instruction. His recent work focuses on integrating generative AI into research-writing courses, with particular attention to English-medium instruction, academic integrity, and equity for Arabic L1 students. He is currently involved in several classroom-based studies on AI-supported learning.

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Published

2026-06-15

Issue

Vol. 16 No. 15 (2026): Journal of International Students

Section

Research Articles (English, regular edition)

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Copyright (c) 2026 Erick C. W. Nelson

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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How to Cite

Nelson, E. C. W. (2026). Structured AI workflows in Saudi EMI research writing: Performance gains, equity, and academic integrity across three semesters. Journal of International Students, 16(15), 81-102. https://doi.org/10.32674/e7jdhc67