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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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Опубліковано в::Language Testing in Asia vol. 14, no. 1 (Dec 2024), p. 58
Автор: Aladini, Alaa
Інші автори: Mahmud, Rashed, Ali, Abeer Ahmed Hammad
Опубліковано:
Springer Nature B.V.
Предмети:
Willingness to communicate
Academic achievement
Learning processes
Computer assisted language learning
Motivation
Computer assisted instruction > CAI
English as a second language
Language assessment
Second language teachers
Learning
English as a second language instruction
Needs
Student teacher relationship
Experience
Teachers
Foreign languages
Students
Evaluation
Satisfaction
Structural equation modeling
English language
Scarcity
Intelligence
Communication
Willingness
Language
Correlation
Student Evaluation
Educational Practices
Structural Equation Models
Student Motivation
Second Language Learning
Educational Assessment
Computers
Learning Experience
English (Second Language)
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Короткий огляд: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.
ISSN:2229-0443
DOI:10.1186/s40468-024-00334-9
Джерело:Education Database