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

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dc.authorid0009-0008-6768-6664
dc.authorid0000-0002-3285-7661
dc.contributor.authorCakmak, Fidel
dc.contributor.authorIsmail, Sayed M.
dc.contributor.authorKarami, Samaneh
dc.date.accessioned2026-01-24T12:29:10Z
dc.date.available2026-01-24T12:29:10Z
dc.date.issued2023
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractSome 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.
dc.identifier.doi10.1186/s40468-023-00230-8
dc.identifier.issn2229-0443
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85152694461
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1186/s40468-023-00230-8
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5179
dc.identifier.volume13
dc.identifier.wosWOS:000963442700001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringernature
dc.relation.ispartofLanguage Testing in Asia
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260121
dc.subjectSelf-assessment
dc.subjectAcademic resilience
dc.subjectAcademic motivation
dc.subjectTest-taking skills
dc.subjectTest anxiety management
dc.subjectStructural equation modeling
dc.titleAdvancing 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
dc.typeArticle

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