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
Abstract 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 investigatin...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-12-01
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| Series: | Language Testing in Asia |
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| Online Access: | https://doi.org/10.1186/s40468-024-00334-9 |
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| author | Alaa Aladini Rashed Mahmud Abeer Ahmed Hammad Ali |
| author_facet | Alaa Aladini Rashed Mahmud Abeer Ahmed Hammad Ali |
| author_sort | Alaa Aladini |
| collection | DOAJ |
| description | Abstract 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. |
| format | Article |
| id | doaj-art-10e46ce8f33a4ff99fb0e0bceb3f8414 |
| institution | DOAJ |
| issn | 2229-0443 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj-art-10e46ce8f33a4ff99fb0e0bceb3f84142025-08-20T02:49:09ZengSpringerOpenLanguage Testing in Asia2229-04432024-12-0114113010.1186/s40468-024-00334-9The 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 settingsAlaa Aladini0Rashed Mahmud1Abeer Ahmed Hammad Ali2Department of Education, College of Arts and Applied Sciences, Dhofar UniversityDepartment of English, Dhaka International UniversityTaibah University, Madinah, Saudi Arabia and Sohag UniversityAbstract 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.https://doi.org/10.1186/s40468-024-00334-9Needs satisfactionTeacher supportL2 learning experienceIntelligent computer-assisted language assessmentWillingness to communicateAcademic motivation |
| spellingShingle | Alaa Aladini Rashed Mahmud Abeer Ahmed Hammad Ali 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 Language Testing in Asia Needs satisfaction Teacher support L2 learning experience Intelligent computer-assisted language assessment Willingness to communicate Academic motivation |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | Needs satisfaction Teacher support L2 learning experience Intelligent computer-assisted language assessment Willingness to communicate Academic motivation |
| url | https://doi.org/10.1186/s40468-024-00334-9 |
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