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    Advancing learning-oriented assessment (LOA): mapping the role of self-assessment, academic resilience, academic motivation in students' test-taking skills, and test anxiety management in Telegram-assisted-language learning
    (Springernature, 2023) Cakmak, Fidel; Ismail, Sayed M.; Karami, Samaneh
    Some impediments in language learning may have a detrimental impact on learners' actual performance on the test and lead to anxiety and demotivation. Language achievement is influenced by self-assessment (SA), academic resilience (AR), academic motivation (AM), and test-taking skills (T-TS) among other factors. Considering the relevance of these factors in language achievement, the current investigation aims to delve into the probable interactions of SA, AR, AM, T-TS, and test anxiety (TA) management among English as a foreign language (EFL) learners. A model was devised and evaluated using confirmatory factor analysis (CFA) and structural equation modeling (SEM) to achieve this objective. This research collected 512 by distributing online questionnaires to fifteen approved private institutions which applied Telegram-based language learning. The study findings reflected that SA, AR, and AM could predict EFL learners' T-TS. It was also confirmed that SA, AR, and AM modulated EFL learners' TA. The implications of the study are presented and accompanied by some future research proposals as well as instructional consequences.
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    Öğe
    The Effects of Positive Self-Talk on EFL Learners’ Speaking Skills, Language Learning Motivation, Autonomy, and Self-Confidence
    (Teaching English Language and Literature Society of Iran (TELLSI), 2025) Ismail, Sayed M.; Çakmak, Fidel
    As there are different psychological variables involved in English language learning, this study investigated how English as a Foreign Language (EFL) students’ speaking ability, motivation for language acquisition, learner autonomy (LA), and self-confidence were affected by positive self-talk (PST). To achieve this goal, the researchers recruited sixty EFL learners using the convenience sampling method and then divided them into two groups. Subsequently, both groups were pretested for speaking ability, language learning motivation, LA, and self-confidence. The participants in one group received an intervention through PST, while those in the other group received traditional training without applying PST. After the treatment, both groups took post-tests on their speaking ability, motivation for language acquisition, LA, and self-confidence. The results displayed variations in the post-test scores of the two groups, with the experimental group (EG) outperforming the control group (CG). Some implications and conclusions were drawn from the results. © 2025 – Published by Teaching English Language and Literature Society of Iran.