Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment
Abstract A significant number of students experience anxiety when asked to speak in English. This unease, often rooted in factors such as shyness, lack of confidence, uncertainty, and a lack of motivation, can hinder their active participation during English oral exams. One of the most important goa...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-01-01
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| Series: | Language Testing in Asia |
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| Online Access: | https://doi.org/10.1186/s40468-024-00340-x |
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| author | Botir Elov Irodakhon Abdullayeva Laylo Raupova Azam Kholikov Marguba Mirkasimova |
| author_facet | Botir Elov Irodakhon Abdullayeva Laylo Raupova Azam Kholikov Marguba Mirkasimova |
| author_sort | Botir Elov |
| collection | DOAJ |
| description | Abstract A significant number of students experience anxiety when asked to speak in English. This unease, often rooted in factors such as shyness, lack of confidence, uncertainty, and a lack of motivation, can hinder their active participation during English oral exams. One of the most important goals that every English language teacher should strive to achieve is to assist pupils who are reticent in developing their self-confidence and improving their spoken English. Teachers can implement effective strategies in the classroom, particularly in online settings, to help hesitant students build confidence and speak English more comfortably. The research that is currently available on the subject of shyness and anxiety in students demonstrates that there is a significant gap in this area, and a critical examination is required. Consequently, the purpose of the current study was to investigate the impact of the implementation of Intelligent Computer-Assisted Language Assessment (ICALA) on EFL learners’ shyness, foreign language anxiety, autonomy, and enjoyment. Participants in this study were 65 students attending English language institutes in Tashkent, Uzbekistan. The results of the multivariate analysis of variance (MANOVA) indicate that applying ICALA in performing oral tests may moderate students’ shyness, foreign language anxiety, autonomy, and enjoyment in language assessment. This conclusion can be drawn from the findings of both aforementioned statistical methods. The ramifications of this investigation may be beneficial for individuals who are learning a language, those who are teaching language, and those who are making policy. |
| format | Article |
| id | doaj-art-a3315b5d25034ef58bbf10aa16391169 |
| institution | Kabale University |
| issn | 2229-0443 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj-art-a3315b5d25034ef58bbf10aa163911692025-01-19T12:34:44ZengSpringerOpenLanguage Testing in Asia2229-04432025-01-0115112010.1186/s40468-024-00340-xSpeaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoymentBotir Elov0Irodakhon Abdullayeva1Laylo Raupova2Azam Kholikov3Marguba Mirkasimova4Department of Computer Linguistics and Digital Technology, Alisher Navo’s Tashkent State University of Uzbek Language and LiteratureDepartment of Art Studies, Faculty of Exact and Applied Sciences, Urgench State Pedagogical InstituteDepartment of Linguistics, Faculty of Philology, Renaissance University of EducationHead of the Department of Mother Language and Teaching Methodology in Primary Education, Tashkent State Pedagogical UniversityDepartment of Religion Psychology and Pedagogy, International Islamic Academy of UzbekistanAbstract A significant number of students experience anxiety when asked to speak in English. This unease, often rooted in factors such as shyness, lack of confidence, uncertainty, and a lack of motivation, can hinder their active participation during English oral exams. One of the most important goals that every English language teacher should strive to achieve is to assist pupils who are reticent in developing their self-confidence and improving their spoken English. Teachers can implement effective strategies in the classroom, particularly in online settings, to help hesitant students build confidence and speak English more comfortably. The research that is currently available on the subject of shyness and anxiety in students demonstrates that there is a significant gap in this area, and a critical examination is required. Consequently, the purpose of the current study was to investigate the impact of the implementation of Intelligent Computer-Assisted Language Assessment (ICALA) on EFL learners’ shyness, foreign language anxiety, autonomy, and enjoyment. Participants in this study were 65 students attending English language institutes in Tashkent, Uzbekistan. The results of the multivariate analysis of variance (MANOVA) indicate that applying ICALA in performing oral tests may moderate students’ shyness, foreign language anxiety, autonomy, and enjoyment in language assessment. This conclusion can be drawn from the findings of both aforementioned statistical methods. The ramifications of this investigation may be beneficial for individuals who are learning a language, those who are teaching language, and those who are making policy.https://doi.org/10.1186/s40468-024-00340-xIntelligent Computer-Assisted Language AssessmentForeign language anxietyShynessAutonomyEnjoymentEFL learners |
| spellingShingle | Botir Elov Irodakhon Abdullayeva Laylo Raupova Azam Kholikov Marguba Mirkasimova Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment Language Testing in Asia Intelligent Computer-Assisted Language Assessment Foreign language anxiety Shyness Autonomy Enjoyment EFL learners |
| title | Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment |
| title_full | Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment |
| title_fullStr | Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment |
| title_full_unstemmed | Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment |
| title_short | Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment |
| title_sort | speaking exams with less anxiety in intelligent computer assisted language assessment icala mirroring efl learners foreign language anxiety shyness autonomy and enjoyment |
| topic | Intelligent Computer-Assisted Language Assessment Foreign language anxiety Shyness Autonomy Enjoyment EFL learners |
| url | https://doi.org/10.1186/s40468-024-00340-x |
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