Abstract
AbstractEvery decision made in the classroom has the potential to either help or hurt a student’s development as a learner. When students’ mental and emotional well-being are taken into account, effective instruction and assessment are possible, despite the importance of learners’ engagement in assessment (LEA), test-taking skills (TTS), self-assessment (SA), learner resilience (LR), and learner autonomy (LA). As a result, this study attempted to illustrate the dynamic between LEA, TTS, SA, LR, and LA. To this end, 435 English as a foreign language (EFL) students at intermediate levels in Afghanistan were given copies of the Test-taking Skills Scale (TTSS), the core of self‑assessments questionnaire (CSAQ), The Academic Resilience Scale (ARS), the learner autonomy questionnaire (LAQ), and the learner engagement in on-line assessment (LEOA). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) screening of the data revealed that resilient EFL students feel better at on-line assessment and in pursuing their objectives. The mediating effects of TTS and SA on LR and LA and consequently Engagement in On-line Assessment were specifically identified. The survey’s ramifications, which may improve language learning and assessment, are reviewed at length.
Funder
Prince Sattam Bin Abdulaziz University
Publisher
Springer Science and Business Media LLC
Subject
Linguistics and Language,Language and Linguistics
Reference43 articles.
1. Aldosari, M., Heydarnejad, T., Hashemifardnia, A., & Abdalgane, M. (2023). The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: Into prospects of effective language learning. Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-022-00213-1.
2. Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4, 87. https://doi.org/10.3389/feduc.2019.00087.
3. Azizi, Z., Namaziandost, E., & Rezai, A. (2022). Potential of podcasting and blogging in cultivating Iranian advanced EFL learners’ reading comprehension. Heliyon, 8(5), e09473. https://doi.org/10.1016/j.heliyon.2022.e09473.
4. Bachman, L. F., Palmer, A. S., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
5. Barrot, J. S. (2021). Social media as a language learning environment: A systematic review of the literature (2008-2019). Computer Assisted Language. 1–29. (In press). https://doi.org/10.1080/09588221.2021.1883673
Cited by
8 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy;BMC Psychology;2024-01-08
2. Applying task supported language learning via instagram: the effects on EFL learners' self-esteem, academic buoyancy, academic engagement, and language achievement;Asian-Pacific Journal of Second and Foreign Language Education;2024-01-08
3. Wow, I cannot stop: a concentration on vocabulary learning via instagram and its effects on informal digital learning of english, technostress, and on-line engagement;BMC Psychology;2024-01-02
4. Work passion, leadership empowerment and employees’ creative performance management framework for improved employee performance;International Journal of Research Studies in Management;2023-08-25
5. I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction;Language Testing in Asia;2023-08-01