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Abstract Few empirical research has attempted to determine the impact of Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction (PBLI) on critical thinking, self-evaluation, and academic resilience, despite the significant role that higher-order thinking skills play in influencing English as a Foreign Language (EFL) learners’ cognition, including their learning processes. This research addresses this knowledge vacuum by examining how ICALA in PBLI influences the development of the four primary abilities associated with critical thinking, self-evaluation, and academic resilience. A quasi-experimental strategy was used in this study among 81 EFL learners. The participants were split into two groups: one to participate in the experiment and another to serve as a control. The books for both groups were revised or supplemented according to the underlying PBLI principles. The control group (CG) students were exposed to paper format assessment. In comparison, the experimental group (EG) attended ICALA. The statistical significance of the differences between the two groups was determined using multivariate analysis of variance (MANOVA). The results demonstrated that the learners in EG outperformed their peers in CG foreign language-speaking development. Moreover, they received better critical thinking, self-evaluation, and academic resilience results.

Abstract This research compared the impacts of computerized formative assessment (CFA) and computerized dynamic assessment (CDA) on students’ motivation, reading self-concept, autonomy, and self-regulation. Out of a total of 123 Bangladeshi pupils, 87 participants were carefully chosen as the study’s sample subject based on the Preliminary English Test (PET) results. Using the convenience sampling method, three equal groups—one control and two experimental ones (dynamic and formative) (n = 29)—were randomly selected. Pretests were then taken by each of the three groups to assess their reading motivation, reading self-concept, autonomy, and self-regulation. Then, various treatments were presented to the groups. The control group students underwent conventional assessment. C-DA was administered to students in the first experimental group participants, while CFA was run in the second experimental group. At the treatment finished, the groups completed reading motivation, reading self-concept, autonomy, and self-regulation posttests. The data were examined using the one-way ANOVA test as well as the post hoc Scheffe test. The one-way ANOVA analysis showed that the three groups’ posttest outcomes varied. The C-DA group outperformed the computerized formative group in reading motivation, reading self-concept, autonomy, and self-regulation, according to the data analysis. It was found that C-DA helped EFL students improve their motivation in reading, reading self-concept, autonomy, and self-regulation. Finally, recommendations for further studies were offered along with the conclusions, implications, and limitations.