Engagement in On-Line Language Assessment: Are Test-Taking Skills, Self-Assessment, Resilience, and Autonomy Critical?

Autor/inn/en	Ritonga, Mahyudin; Shaban, Ahmad Abdulkareem; Al-Rashidi, Anwar Hammad; Chilani, Noam
Titel	Engagement in On-Line Language Assessment: Are Test-Taking Skills, Self-Assessment, Resilience, and Autonomy Critical?
Quelle	In: Language Testing in Asia, 13 (2023), Artikel 25 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaban, Ahmad Abdulkareem) ORCID (Al-Rashidi, Anwar Hammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-023-00236-2
Schlagwörter	Learner Engagement; Student Evaluation; Test Wiseness; Resilience (Psychology); Self Evaluation (Individuals); Personal Autonomy; English (Second Language); Second Language Learning; Foreign Countries; Computer Assisted Testing; Afghanistan + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland
Abstract	Every decision made in the classroom has the potential to either help or hurt a student's development as a learner. When students' mental and emotional well-being are taken into account, effective instruction and assessment are possible, despite the importance of learners' engagement in assessment (LEA), test-taking skills (TTS), self-assessment (SA), learner resilience (LR), and learner autonomy (LA). As a result, this study attempted to illustrate the dynamic between LEA, TTS, SA, LR, and LA. To this end, 435 English as a foreign language (EFL) students at intermediate levels in Afghanistan were given copies of the Test-taking Skills Scale (TTSS), the core of self-assessments questionnaire (CSAQ), The Academic Resilience Scale (ARS), the learner autonomy questionnaire (LAQ), and the learner engagement in on-line assessment (LEOA). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) screening of the data revealed that resilient EFL students feel better at on-line assessment and in pursuing their objectives. The mediating effects of TTS and SA on LR and LA and consequently Engagement in On-line Assessment were specifically identified. The survey's ramifications, which may improve language learning and assessment, are reviewed at length. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01