Mirroring Learning-oriented Assessment in On-line Classes: The Nexus Between Self-evaluation, Academic Resilience, Positive Orientation, Enjoyment, and Language Achievement


Learning-oriented Assessment, On-line Classes, Self-evaluation, Academic Resilience, Positive Orientation, Enjoyment, Language Achievement


The use of learning-oriented assessment (LOA) in the field of language teaching is on the rise. The widespread adoption of LOA may be attributed to the widespread notion that it effectively aids students in their educational process while also providing instructors with the data they need to conduct frequent and continuing assessments. The purpose of this research was to investigate how well self-evaluation and academic resilience improve positive orientation, enjoyment, and language achievement. To accomplish this goal, 386 Iranian students who were studying English as a foreign language (EFL) at upper intermediate levels were provided with of on-line survey with five sub-sections: the core of self-evaluation questionnaire (CSEQ), the academic resilience scale (ASR), the positive orientation scale (POS), the foreign language enjoyment scale (FLES), and a researcher-made test. The screening of the data using confirmatory factor analysis (CFA) and structural equation modeling (SEM) indicated that resilient English as a foreign language (EFL) students felt better about their performance on online assessments and in pursuing their goals. The direct and indirect effects of SE on students’ enjoyment, attitudes, as well as language success were dissected in great detail. The implications of the survey, which may lead to improvements in language education and evaluation, are discussed in further detail.


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