Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment
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
Unboxing the intersections between self‐esteem and academic mindfulness with test emotions, psychological wellness and academic achievement in artificial intelligence‐supported learning environments: Evidence from English as a foreign language learners
British Educational Research Journal,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 22, 2025
Abstract
The
integration
of
artificial
intelligence
(AI)
into
language
education
is
rapidly
transforming
English
as
a
foreign
(EFL)
learning
environments,
presenting
both
opportunities
and
challenges.
While
AI‐supported
tools
offer
potential
benefits,
they
can
also
trigger
complex
test‐related
emotions
that
may
impact
learners’
psychological
academic
well‐being.
Therefore,
understanding
the
interplay
between
internal
resources
like
self‐esteem
mindfulness,
alongside
these
emotions,
becomes
crucial.
This
study
investigated
correlations
mindfulness
with
test
well‐being
achievement
among
EFL
learners
in
contexts
China.
To
meet
this
purpose,
quantitative
approach
was
employed,
using
data
collected
from
sample
305
university
students
(155
males
150
females)
China
selected
through
stratified
random
sampling.
analysis
conducted
via
confirmatory
factor
structural
equation
modelling
SMART
PLS
software.
results
indicated
were
strong
predictors
wellness
achievement.
Higher
levels
linked
to
higher
These
findings
stress
necessity
incorporating
socio‐emotional
skills
AI‐enhanced
learning,
considering
students’
when
deploying
AI
designing
interventions
address
emotional
challenges
within
environments.
Язык: Английский