Paper assessment or online assessment: exploring the impact of assessment modes on EFL students' language learning outcomes and personal development

Basit Öğe Kaydı
dc.authorid0000-0002-3285-7661
dc.authorid0009-0008-6768-6664
dc.authorid0000-0001-8560-5604
dc.contributor.authorAbdullaeva, Barno Sayfutdinovna
dc.contributor.authorCakmak, Fidel
dc.contributor.authorAbdullaev, Diyorjon
dc.date.accessioned2026-01-24T12:29:10Z
dc.date.available2026-01-24T12:29:10Z
dc.date.issued2024
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractThis research explores how paper and online assessments (OA) can affect EFL learners' personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners' self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology.
dc.identifier.doi10.1186/s40468-024-00309-w
dc.identifier.issn2229-0443
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85201413367
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1186/s40468-024-00309-w
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5180
dc.identifier.volume14
dc.identifier.wosWOS:001291313000001
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.subjectOnline assessment
dc.subjectPen-and-paper assessment
dc.subjectLearners' self-esteem
dc.subjectGrowth mindfulness
dc.subjectDemotivation
dc.subjectEFL
dc.titlePaper assessment or online assessment: exploring the impact of assessment modes on EFL students' language learning outcomes and personal development
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu