Abstract
AbstractMany different elements have a significant impact on the effectiveness of both teaching and assessment. The ever-expanding body of research on assessment has provided an overview of several cognitive, social, and emotional aspects that impact the academic accomplishment of learners in either a direct or indirect manner. In spite of the promising literature on assessment, no research has been done to investigate the probable interactions between self-assessment (SA), test-taking skills (TTS), student evaluation apprehension (SEA), self-esteem (S-E), and language achievement (LA). The purpose of this research was to offer a model that would illuminate the connection among SA, TTS, SEA, S-E, and LA in online classes. Therefore, 417 Turkish EFL students were given the Core of Self-assessment Questionnaire (CSAQ), the Test-Taking Skills Scale (TTSS), the Student Evaluation Apprehension Scale (SEAS), and the Foreign Language Learning Self-esteem Scale (FLLSE). Structural equation modeling (SEM) and confirmatory factor analysis (CFA) both found that SA and TTS are related to SEA, S-E, and LA. Based on the data analysis, EFL students’ SA and TTS can predict the level of SEA, S-E, and LA in online classes. This has important implications for the development of EFL students’ feeling of effectiveness and their ability to define and achieve goals. Consequences and potential future directions are also examined.
Publisher
Springer Science and Business Media LLC
Subject
Linguistics and Language,Language and Linguistics
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