Language Testing in Asia,
Год журнала:
2024,
Номер
14(1)
Опубликована: Авг. 16, 2024
This
research
explores
how
paper
and
online
assessments
(OA)
can
affect
EFL
learners'
personal
development
variables
such
as
self-esteem,
mindfulness,
demotivation,
language
learning
development.
Sixty
intermediate
English
a
foreign
(EFL)
students
participated
in
the
current
were
randomly
grouped
into
experimental
group
(EG)
control
(CG).
Before
intervention,
data
collection
tools
assessing
administered
pre-tests
to
all
participants.
Subsequently,
EG
was
taught
lessons
of
coursebook,
Top
Notch
2,
by
utilizing
OA
while
CG
identical
using
conventional
(pen
paper)
assessment.
In
post-treatment
phase,
two
groups
completed
post-tests
on
self-esteem
progress.
The
study
demonstrated
that
outperformed
four
post-tests.
findings
indicate
intervention
significantly
enhanced
outcomes
psychological
well-being
regarding
measured
variables.
efficacy
be
ascribed
utilization
during
treatment
which
has
beneficial
effect
academic
also
posits
integrating
augments
engagement
among
learners.
It
highlights
implications
results
associating
teaching
via
with
observed
aspects
attributes
them
effects
positive
psychology.
Abstract
The
main
objective
of
this
study
is
to
examine
the
relationship
emotional
intelligence
with
psychological
well-being
and
academic
achievement
through
positive
characteristics
among
university
students
in
China.
was
conducted
postgraduate
undergraduate
students.
integration
theory
used
study.
introduced
framework
included
as
independent
variable,
self-efficacy,
motivation,
resilience
three
mediators,
two
dependent
variables.
A
survey
518
students,
structural
equation
modelling
analyse
data.
found
that
positively
related
characteristics,
well-being,
achievement,
effects
were
stronger
Also,
which
include
resilience,
mediate
between
Proper
coping
strategies
mechanisms
can
be
helpful
improve
both
at
same
time
This
study
aims
to
revise
the
emotion
and
motivation
self-regulation
questionnaire(EMSR-Q)
test
its
validity
among
Chinese
middle
school
students.
A
total
of
780
students
were
selected
for
item
analysis
based
on
classical
theory
(CTT)
multidimensional
response
(MIRT)
respectively
exploratory
factor
analysis.
615
confirmatory
criterion
test.
The
full
sample
was
used
reliability
results
show
that
version
EMSR-Q
retains
19
items.
Pearson
correlation
coefficients
corrected
item-total
between
each
score
dimension
are
greater
than
0.4.
independent
t-test
high
low
groups
significant.
support
second-order
second-factor
model
English
EMSR-Q.
There
significant
positive
correlations
dimensions
relevant
scale
(p
<
0.01).
internal
consistency
coefficient
ranged
from
0.671
0.861
split-half
0.726
0.809.
discrimination
difficulty
items
good,
with
α
1.177
β
range
five
options
is
within
[-3,3].
revised
indicators
meets
psychometric
requirements
can
be
measure
structure
characteristics
students'
self-regulation.
It
explore
possible
influence
academic
development,
which
provides
an
important
research
tool
promoting
intervention
self-regulation,
a
broad
prospect
educational
application.
British Educational Research Journal,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 24, 2025
Abstract
The
rapid
and
pervasive
integration
of
artificial
intelligence
(AI)
technologies
into
education
presents
both
unprecedented
opportunities
significant
challenges.
While
AI‐powered
tools
offer
personalised
learning
experiences
access
to
vast
knowledge
repositories,
their
successful
implementation
hinges
on
a
nuanced
understanding
how
learners'
psychological
cognitive
processes
interact
within
these
dynamic
environments.
This
study
delved
the
intricate
interplay
between
cognitive‐emotion
regulation,
critical
thinking,
academic
resilience,
motivation
autonomy
in
cohort
English
as
foreign
language
(EFL)
learners
engaged
AI‐mediated
learning.
For
this,
sample
302
EFL
was
recruited
using
stratified
random
sampling
method.
data
were
analysed
structural
equation
modelling
confirmatory
factor
analysis
through
SMART
PLS
software.
Findings
revealed
that
there
correlation
regulation
among
Moreover,
results
showed
thinking
existed.
Additionally,
outcomes
indicated
resilience
significantly
correlated
with
autonomy.
These
findings
underscored
by
cultivating
ability
effectively
manage
emotions,
engage
inquiry
exercise
autonomy,
educators
can
empower
them
navigate
complexities
AI‐integrated
environments,
achieve
success
develop
essential
skills
for
lifelong
digital
age.
Language Testing in Asia,
Год журнала:
2025,
Номер
15(1)
Опубликована: Янв. 14, 2025
A
significant
number
of
students
experience
anxiety
when
asked
to
speak
in
English.
This
unease,
often
rooted
factors
such
as
shyness,
lack
confidence,
uncertainty,
and
a
motivation,
can
hinder
their
active
participation
during
English
oral
exams.
One
the
most
important
goals
that
every
language
teacher
should
strive
achieve
is
assist
pupils
who
are
reticent
developing
self-confidence
improving
spoken
Teachers
implement
effective
strategies
classroom,
particularly
online
settings,
help
hesitant
build
confidence
more
comfortably.
The
research
currently
available
on
subject
shyness
demonstrates
there
gap
this
area,
critical
examination
required.
Consequently,
purpose
current
study
was
investigate
impact
implementation
Intelligent
Computer-Assisted
Language
Assessment
(ICALA)
EFL
learners'
foreign
anxiety,
autonomy,
enjoyment.
Participants
were
65
attending
institutes
Tashkent,
Uzbekistan.
results
multivariate
analysis
variance
(MANOVA)
indicate
applying
ICALA
performing
tests
may
moderate
students'
enjoyment
assessment.
conclusion
be
drawn
from
findings
both
aforementioned
statistical
methods.
ramifications
investigation
beneficial
for
individuals
learning
language,
those
teaching
making
policy.
Language Testing in Asia,
Год журнала:
2024,
Номер
14(1)
Опубликована: Окт. 18, 2024
This
paper
investigates
the
effects
of
formative
assessment
(FA)
via
artificial
intelligence
(AI)
on
EFL
students'
reading
comprehension
development,
online
academic
enjoyment,
personal
best
goals
(PBGs),
and
mindfulness.
To
achieve
this,
80
Kuwaiti
students
were
selected
through
convenience
sampling
divided
into
experimental
group
(EG)
control
(CG).
Pretests
conducted
to
assess
initial
levels
dependent
variables.
The
EG
received
AI-based
instruction
Nearpod
platform,
while
CG
traditional
face-to-face
instruction.
Both
groups
taught
ten
passages,
post-tests
administered
measure
progress,
PBGs,
ANCOVA
test
results
revealed
significant
differences
between
CG,
with
showing
superior
performance
across
all
measures.
These
findings
suggest
that
assessments
can
substantially
enhance
psychological
outcomes,
providing
valuable
insights
for
instructors
material
designers.
Future
research
should
explore
long-term
learning
tools
in
diverse
educational
settings.
Many
students
feel
uncomfortable
when
obliged
to
communicate
in
English.
Students'
fear
of
speaking
English
is
influenced
by
psychological
reasons
such
as
the
failing,
being
misunderstood,
and
making
grammatical
errors.
active
participation
class
discussions
might
be
hindered
shyness,
nervousness,
lack
confidence,
motivation.
Helping
these
reserved
gain
self-assurance
perfect
their
spoken
a
top
priority
for
all
language
instructors.
In
classroom,
teachers
may
use
some
simple
methods
encourage
open
up
speak
with
more
ease
confidence.
The
existing
literature
on
students'
shyness
shows
that
gap
this
realm
great
critical
look
needed.
To
end,
current
research
intended
gauge
effects
self-esteem,
teacher
support,
thinking
anxiety
classes.
385
learners
attending
institutions
took
part
research.
They
were
at
intermediate
upper
levels.
findings
both
confirmatory
factor
analysis
(CFA)
structural
equation
modeling
(SEM)
point
fact
improving
have
moderating
effect
'anxiety
learning.
implications
inquiry
advantageous
learners,
instructors,
well
policymakers.
Language Testing in Asia,
Год журнала:
2024,
Номер
14(1)
Опубликована: Авг. 19, 2024
Assessment
plays
a
vital
role
in
English
language
learning
as
it
helps
students
recognize
their
weak
and
strong
points.
Two
main
types
of
assessment
are
dynamic
(DA)
static
(SA)
that
effects
have
not
been
examined
on
Iraqi
EFL
students'
resilience,
burnout,
positive
orientation
(PO),
academic
achievement
yet.
Therefore,
this
research
aims
to
close
gap.
To
do
so,
sixty
intermediate
were
selected
divided
into
DA
SA
groups
so.
The
two
then
given
pretests
the
four
dependent
variables.
Subsequently,
one
group
was
taught
ten
reading
literary
texts
with
100
new
words
using
DA,
whereas
other
identical
materials
SA.
After
8-week
course,
both
took
post-tests
PO,
performance.
study's
findings
showed
did
better
than
post-tests.
It
can
be
concluded
support
produce
classes.
current
study
has
consequences
for
researchers,
students,
instructors,
stakeholders.
