صورة الغلاف

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

محفوظ في:
الحاوية / القاعدة:Language Testing in Asia vol. 14, no. 1 (Dec 2024), p. 40
المؤلف الرئيسي: Abdullaeva, Barno Sayfutdinovna
مؤلفون آخرون: Abdullaev, Diyorjon, Rakhmatova, Feruza Abulkosimovna, Djuraeva, Laylo, Sulaymonova, Nigora Asqaraliyevna, Shamsiddinova, Zebo Fazliddinovna, Khamraeva, Oynisa
منشور في:
Springer Nature B.V.
الموضوعات:
Feedback
Emotional regulation
College students
English as a second language learning
English as a second language
University students
Language assessment
Emotions
Willingness to communicate
Computer mediated communication
Uzbek language
Computer assisted language learning
Applied linguistics
Computer assisted instruction > CAI
Digital literacy
Linguistics
Technology
Colleges & universities
Quasi-experimental methods
Resilience
Foreign languages
Language acquisition
Information technology
Learning
Enjoyment
Evaluation research
Evaluation
English language
Intelligence
Acceptance
Unpleasant
Communication
Willingness
Control Groups
Experimental Groups
Computers
English (Second Language)
Information Literacy
Technological Literacy
English Learners
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مستخلص:Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the context of Intelligent Computer-Assisted Language Assessment (ICALA). This study aimed to bridge the existing information gap by examining the impact of technology literacies and acceptance on the AER, AR, WTC, and AE levels among Uzbek university students enrolled in virtual English as a foreign language (EFL) programs with online evaluation. Quasi-experimental research was carried out with 67 university students pursuing a degree in Applied linguistics to assess the potential underlying connections. Throughout the semester, students in the experimental group were provided with instructional feedback to foster technology literacies and acceptance through a private group on Telegram. This feedback assisted them in acquiring pertinent information to improve the application of technology in language learning and assessment. Based on the results, students in EG fared better than their counterparts in the control group in terms of AER, AR, WTC, and AE in ICALA. The data indicates that in the ICALA setting, EFL learners experience unpleasant emotions, a lack of resilience, unenjoyment, and an unwillingness to communicate due to a lack of knowledge in the application of technology. The implications of the study are examined in further detail.
تدمد:2229-0443
DOI:10.1186/s40468-024-00316-x
المصدر:Education Database