The blue sky of AI-assisted language assessment: autonomy, academic buoyancy, psychological well-being, and academic success are involved

• Published in: Language Testing in Asia 2024-10, Vol.14 (1), p.47-20, Article 47
• Main Authors: Khasawneh, Mohamad Ahmad Saleem, Ismail, Sayed M., Hussen, Negash
• Format: Article
• Language: English
• Subjects: Academic Achievement; Academic buoyancy; Academic success; Algorithms; Artificial intelligence; Assessment; CAI; Chatbots; Computer assisted instruction; Computer assisted language learning; Education; Educational Assessment; Educational technology; EFL learners; Emotions; Empowerment; English (Second Language); English as a second language learning; Factor Analysis; Intelligent Computer-Assisted Language Assessment; Language Acquisition; Language assessment; Language Education; Learner autonomy; Learning; Personal Autonomy; Psychological well-being; Structural Equation Models; Students; Success; Testing and Evaluation; Unveiling the Potential Avenues in Intelligent Computer-Assisted Language Assessment (ICALA): A Focus on Pros and Cons; Well Being
• ISSN: 2229-0443; 2229-0443
• DOI: 10.1186/s40468-024-00318-9

Artificial intelligence (AI) transforms the educational landscape by radically changing how lessons are taught and students are evaluated. In light of these facts, it is critical to consider learners’ emotional and mental wellness as the building blocks of education. Given these facts, it is imperative to consider learners’ emotional and mental well-being as the fundamental components of education. The key goal of this investigation was to investigate the relationships between learner autonomy (LA), academic buoyancy (AB), psychological well-being (PW), and academic success (AS) in Intelligent Computer-Assisted Language Assessment (ICALA). The current study was conducted on a cohort of 391 students registered in courses at private language institutions in Al-Kharj, Saudi Arabia, who were at the intermediate proficiency level. The following instruments were administered: the Academic Buoyancy Scale, the learner autonomy instrument, the learner psychological well-being, and the academic assessment. Then, to evaluate data and quantify the interaction between LA, AB, PW, and AS, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were applied. The findings underscored the significance of LA and AB in achieving a balance in the PW of EFL pupils, particularly when utilizing ICALA for language acquisition. Additionally, the instructional implications of this study and potential avenues for future research are extensively investigated.