The importance of needs satisfaction, teacher support, and L2 learning experience in Intelligent Computer-Assisted Language Assessment (ICALA): a probe into the state of willingness to communicate as well as academic motivation in EFL settings
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| Pubblicato in: | Language Testing in Asia vol. 14, no. 1 (Dec 2024), p. 58 |
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| Altri autori: | , |
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Springer Nature B.V.
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| Accesso online: | Citation/Abstract Full Text - PDF |
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| 024 | 7 | |a 10.1186/s40468-024-00334-9 |2 doi | |
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| 045 | 2 | |b d20241201 |b d20241231 | |
| 084 | |a 243835 |2 nlm | ||
| 100 | 1 | |a Aladini, Alaa |u Dhofar University, Department of Education, College of Arts and Applied Sciences, Salalah, Oman (GRID:grid.444761.4) (ISNI:0000 0004 0368 3820) | |
| 245 | 1 | |a The importance of needs satisfaction, teacher support, and L2 learning experience in Intelligent Computer-Assisted Language Assessment (ICALA): a probe into the state of willingness to communicate as well as academic motivation in EFL settings | |
| 260 | |b Springer Nature B.V. |c Dec 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a In recent years, Intelligent Computer-Assisted Language Assessment (ICALA) has emerged as a transformative approach in language education, leveraging technology to enhance student assessment and learning processes. Despite its growing importance, there is a scarcity of research investigating the connections among needs satisfaction, teacher support, L2 learning experience, willingness to communicate, and academic motivation—factors that play a crucial role in students’ academic performance in this context. This study addressed the lack of knowledge by examining the impact of needs satisfaction and teacher support among Omani students enrolled in English as a foreign language (EFL) classes. The structural equation modeling data via SMART PLS revealed a positive correlation between needs satisfaction, L2 learning experience, increased willingness to communicate, and academic motivation in ICALA. Furthermore, teacher support positively impacted willingness to communicate, academic motivation, and L2 learning experience. The results facilitate fostering needs satisfaction and teacher support in ICALA and contribute to our understanding of the connections between these variables. A more in-depth discussion is held regarding the significance of the study for educational practices. | |
| 653 | |a Willingness to communicate | ||
| 653 | |a Academic achievement | ||
| 653 | |a Learning processes | ||
| 653 | |a Computer assisted language learning | ||
| 653 | |a Motivation | ||
| 653 | |a Computer assisted instruction--CAI | ||
| 653 | |a English as a second language | ||
| 653 | |a Language assessment | ||
| 653 | |a Second language teachers | ||
| 653 | |a Learning | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Needs | ||
| 653 | |a Student teacher relationship | ||
| 653 | |a Experience | ||
| 653 | |a Teachers | ||
| 653 | |a Foreign languages | ||
| 653 | |a Students | ||
| 653 | |a Evaluation | ||
| 653 | |a Satisfaction | ||
| 653 | |a Structural equation modeling | ||
| 653 | |a English language | ||
| 653 | |a Scarcity | ||
| 653 | |a Intelligence | ||
| 653 | |a Communication | ||
| 653 | |a Willingness | ||
| 653 | |a Language | ||
| 653 | |a Correlation | ||
| 653 | |a Student Evaluation | ||
| 653 | |a Educational Practices | ||
| 653 | |a Structural Equation Models | ||
| 653 | |a Student Motivation | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Computers | ||
| 653 | |a Learning Experience | ||
| 653 | |a English (Second Language) | ||
| 700 | 1 | |a Mahmud, Rashed |u Dhaka International University, Department of English, Dhaka, Bangladesh (GRID:grid.442993.1) | |
| 700 | 1 | |a Ali, Abeer Ahmed Hammad |u Taibah University, Madinah, Saudi Arabia and Sohag University, Sohag, Egypt (GRID:grid.412659.d) (ISNI:0000 0004 0621 726X) | |
| 773 | 0 | |t Language Testing in Asia |g vol. 14, no. 1 (Dec 2024), p. 58 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3134415806/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3134415806/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |