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
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| Publicado en: | Language Testing in Asia vol. 14, no. 1 (Dec 2024), p. 40 |
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| Otros Autores: | , , , , , |
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Springer Nature B.V.
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| 003 | UK-CbPIL | ||
| 022 | |a 2229-0443 | ||
| 024 | 7 | |a 10.1186/s40468-024-00316-x |2 doi | |
| 035 | |a 3110131921 | ||
| 045 | 2 | |b d20241201 |b d20241231 | |
| 084 | |a 243835 |2 nlm | ||
| 100 | 1 | |a Abdullaeva, Barno Sayfutdinovna |u Tashkent State Pedagogical University, Tashkent, Uzbekistan (GRID:grid.502767.1) (ISNI:0000 0004 0403 3387) | |
| 245 | 1 | |a 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 | |
| 260 | |b Springer Nature B.V. |c Dec 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Feedback | ||
| 653 | |a Emotional regulation | ||
| 653 | |a College students | ||
| 653 | |a English as a second language learning | ||
| 653 | |a English as a second language | ||
| 653 | |a University students | ||
| 653 | |a Language assessment | ||
| 653 | |a Emotions | ||
| 653 | |a Willingness to communicate | ||
| 653 | |a Computer mediated communication | ||
| 653 | |a Uzbek language | ||
| 653 | |a Computer assisted language learning | ||
| 653 | |a Applied linguistics | ||
| 653 | |a Computer assisted instruction--CAI | ||
| 653 | |a Digital literacy | ||
| 653 | |a Linguistics | ||
| 653 | |a Technology | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Resilience | ||
| 653 | |a Foreign languages | ||
| 653 | |a Language acquisition | ||
| 653 | |a Information technology | ||
| 653 | |a Learning | ||
| 653 | |a Enjoyment | ||
| 653 | |a Evaluation research | ||
| 653 | |a Evaluation | ||
| 653 | |a English language | ||
| 653 | |a Intelligence | ||
| 653 | |a Acceptance | ||
| 653 | |a Unpleasant | ||
| 653 | |a Communication | ||
| 653 | |a Willingness | ||
| 653 | |a Control Groups | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Computers | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Information Literacy | ||
| 653 | |a Technological Literacy | ||
| 653 | |a English Learners | ||
| 700 | 1 | |a Abdullaev, Diyorjon |u Urganch State Pedagogical Institute, Department of Scientific Affairs, Urgench, Uzbekistan (GRID:grid.502767.1) | |
| 700 | 1 | |a Rakhmatova, Feruza Abulkosimovna |u Jizzakh State Pedagogical University, Department of Educational Theory of Pedagogy, Jizzakh, Uzbekistan (GRID:grid.444607.5) (ISNI:0000 0004 0402 9003) | |
| 700 | 1 | |a Djuraeva, Laylo |u New Uzbekistan University, Department of Innovation and Sciences, Tashkent, Uzbekistan (GRID:grid.444607.5) (ISNI:0000 0005 0985 3584) | |
| 700 | 1 | |a Sulaymonova, Nigora Asqaraliyevna |u Alisher Navo’i Tashkent State University of Uzbek Language and Literature, Department of Foreign Languages, Faculty of Uzbek Language Education, Tashkent, Uzbekistan (GRID:grid.444843.b) (ISNI:0000 0000 8606 6844) | |
| 700 | 1 | |a Shamsiddinova, Zebo Fazliddinovna |u University of World Economy and Diplomacy, Department of Oriental Languages, Tashkent, Uzbekistan (GRID:grid.444780.b) (ISNI:0000 0004 0423 2984) | |
| 700 | 1 | |a Khamraeva, Oynisa |u Fergana State University, Department of Pedagogy, Fergana, Uzbekistan (GRID:grid.444592.a) (ISNI:0000 0004 0402 8799) | |
| 773 | 0 | |t Language Testing in Asia |g vol. 14, no. 1 (Dec 2024), p. 40 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3110131921/abstract/embedded/NVC8TPT9VN4WFQEG?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3110131921/fulltextPDF/embedded/NVC8TPT9VN4WFQEG?source=fedsrch |