Advancing Learning-Oriented Assessment (LOA): Mapping the Role of Self-Assessment, Academic Resilience, Academic Motivation in Students' Test-Taking Skills, and Test Anxiety Management in Telegram-Assisted-Language Learning

Autor/inn/en	Çakmak, Fidel; Ismail, Sayed M.; Karami, Samaneh
Titel	Advancing Learning-Oriented Assessment (LOA): Mapping the Role of Self-Assessment, Academic Resilience, Academic Motivation in Students' Test-Taking Skills, and Test Anxiety Management in Telegram-Assisted-Language Learning
Quelle	In: Language Testing in Asia, 13 (2023), Artikel 20 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çakmak, Fidel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-023-00230-8
Schlagwörter	Self Evaluation (Individuals); Resilience (Psychology); Learning Motivation; Test Wiseness; Test Anxiety; Second Language Learning; English (Second Language); Telecommunications; Technology Uses in Education + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Examination phobia; Testangst; Prüfungsangst; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Some impediments in language learning may have a detrimental impact on learners' actual performance on the test and lead to anxiety and demotivation. Language achievement is influenced by self-assessment (SA), academic resilience (AR), academic motivation (AM), and test-taking skills (T-TS) among other factors. Considering the relevance of these factors in language achievement, the current investigation aims to delve into the probable interactions of SA, AR, AM, T-TS, and test anxiety (TA) management among English as a foreign language (EFL) learners. A model was devised and evaluated using confirmatory factor analysis (CFA) and structural equation modeling (SEM) to achieve this objective. This research collected 512 by distributing online questionnaires to fifteen approved private institutions which applied Telegram-based language learning. The study findings reflected that SA, AR, and AM could predict EFL learners' T-TS. It was also confirmed that SA, AR, and AM modulated EFL learners' TA. The implications of the study are presented and accompanied by some future research proposals as well as instructional consequences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01