Paper assessment or online assessment: exploring the impact of assessment modes on EFL students’ language learning outcomes and personal development DOI Creative Commons
Barno Abdullaeva, Fidel Çakmak, Diyorjon Àbdullaev

и другие.

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.

Язык: Английский

Emotional intelligence impact on academic achievement and psychological well-being among university students: the mediating role of positive psychological characteristics DOI Creative Commons

Ye Shengyao,

Lin Xuefen,

Hashem Salarzadeh Jenatabadi

и другие.

BMC Psychology, Год журнала: 2024, Номер 12(1)

Опубликована: Июль 12, 2024

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

Язык: Английский

Процитировано

22

Revision of the emotion and motivation self-regulation questionnaire in Chinese middle school students DOI Creative Commons

Huanran Wang,

Dongdong Xue,

Xiaozhuang Wang

и другие.

BMC Psychology, Год журнала: 2025, Номер 13(1)

Опубликована: Фев. 14, 2025

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.

Язык: Английский

Процитировано

1

Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners: Contributions of AI‐mediated learning environments DOI Open Access
Chunhua Yang, Ming Wei, Liu Qi

и другие.

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.

Язык: Английский

Процитировано

1

Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment DOI Creative Commons
Elov Botir Boltayevich,

Irodakhon Abdullayeva,

Laylo Raupova

и другие.

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.

Язык: Английский

Процитировано

1

Formative assessment in artificial integrated instruction: delving into the effects on reading comprehension progress, online academic enjoyment, personal best goals, and academic mindfulness DOI Creative Commons

Asmaa Falah Theiyab Alazemi

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.

Язык: Английский

Процитировано

4

May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes DOI Creative Commons
Lei Li, Tahereh Heydarnejad

BMC Psychology, Год журнала: 2024, Номер 12(1)

Опубликована: Янв. 2, 2024

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.

Язык: Английский

Процитировано

3

Dynamic versus static assessment: effects on Iraqi EFL learners’ resilience, burnout, positive orientation, and academic success DOI Creative Commons
Maiada Hasan Ali, Dulfqar Mhaibes Abdulrazzaq

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.

Язык: Английский

Процитировано

3

Uncovering the impacts of technology literacies and acceptance on emotion regulation, resilience, willingness to communicate, and enjoyment in Intelligent Computer-Assisted Language Assessment (ICALA): an experimental study DOI Creative Commons
Barno Abdullaeva, Diyorjon Àbdullaev,

Feruza Abulkosimovna Rakhmatova

и другие.

Language Testing in Asia, Год журнала: 2024, Номер 14(1)

Опубликована: Сен. 26, 2024

Язык: Английский

Процитировано

3

Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction: unraveling the effects on critical thinking, self-evaluation, academic resilience, and speaking development DOI Creative Commons
Khaled Ahmed Abdel-Al Ibrahim, Mohamed Ali Mohamed Kassem,

Desta Lami

и другие.

Language Testing in Asia, Год журнала: 2024, Номер 14(1)

Опубликована: Окт. 21, 2024

Язык: Английский

Процитировано

3

The Relationships Between Burnout, Job Satisfaction, and Emotion Regulation Among Foreign Language Teachers: A Meta-Analytic Review DOI Creative Commons
Qikai Wang, Yang Gao, Xiaochen Wang

и другие.

Acta Psychologica, Год журнала: 2024, Номер 250, С. 104545 - 104545

Опубликована: Окт. 1, 2024

Язык: Английский

Процитировано

3