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Abstract In recent years, language practitioners have paid increasing attention to artificial intelligence (AI)’s role in language programs. This study investigated the impact of AI-assisted language assessment on L2 learners’ foreign language anxiety (FLA), attitudes, motivation, and writing skills. The study adopted a sequential exploratory mixed-methods design. Divided between an experimental group (receiving AI-assisted assessment) and a control group (receiving paper-format assessment), the participants were 70 intermediate English learners from two intact university classes in Bangladesh. The TOEFL iBT writing section measured writing skills, while the study also investigated perceptions and experiences of FLA, attitudes, and motivation using narrative frames. Thematic analysis of the narrative data showed that AI-assisted assessment greatly raised learners’ motivation, improved attitudes about language acquisition, and lowered FLA. According to quantitative analysis, the pretest writing abilities across groups showed no appreciable variation. Even though the difference was not statistically significant on the posttest, the experimental group exceeded the control group. The results of this study imply that AI-assisted assessments can generate a helpful learning environment, lower anxiety, improve attitudes, and increase motivation, thereby delivering useful information. Future studies should investigate long-term consequences, and further improvements to AI tools should optimize educational advantages—attitudes, motivation, and writing skills.

Abstract Dynamic assessment is heavily based on Vygotskian socio-cultural theory and in recent years researchers have shown interest in the theory as a way to facilitate learning. This study attempted to examine the comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (CDA) on listening development, L2 learners’ perfectionism, anxiety, and intrinsic motivation. To this end, 91 intermediate learners of English were selected based on convenience sampling and were divided into 3 groups: a GDA, a CDA, and a control group (CG). After implementing the treatment, the tests conducted and the data gathered. The results of one-way ANOVA showed that both GDA and CDA were facilitative of listening development with a large effect size (effect size = .516), and the difference between them was nonsignificant (p > 0.05). The results further showed that both GDA and CDA could ameliorate perfectionism with a moderate effect size (effect size = .332), decrease anxiety with a small effect size (.218), and increase intrinsic motivation among L2 learners with a small effect size (effect size = .228). The findings can have implications for language practitioners, and materials developers. The implications of the study are discussed.

Abstract Background Previous studies have shown that physical appearance perfectionism could play an important role in social physique anxiety; however, the moderating role of body compassion has not been studied. The current study aims to explore the moderating role of body compassion in the relationship between physical appearance perfectionism and social physique anxiety in undergraduate students. Methods A sample of 418 undergraduates (n = 418; 217 female and 201 males) from three universities in Tehran, Iran completed online questionnaires measuring physical appearance perfectionism, body compassion and social physique anxiety. Results The results of structural equation modeling showed that physical appearance perfectionism (β = 0.68, p

Abstract Due to the benefits of e-portfolio assessment and summative assessment in Ethiopia and a dearth of research, this study attempted to contrast e-portfolio assessment and summative assessment use in developing Ethiopian EFL learners’ writing complexity, accuracy, and fluency (CAF); learners’ autonomy; learning anxiety; and self-efficacy as they have not been investigated in Ethiopia. In order to accomplish these goals, 60 Ethiopian intermediate EFL students were selected according to their OQPT performance. E-portfolio served as the experimental group (EG), and summative functioned as the control group (CG). Writing CAF, self-efficacy, autonomy, and anxiety pretests were administered to both groups. Then, groups received different treatments. Writing CAF, self-efficacy, autonomy, and anxiety posttests were then given to the groups after the instruction period of 21 sessions. The collected data were examined using SPSS software. Then, independent samples t-tests and paired samples t-tests were run to assess the effects of the assessments on the learners’ writing CAF, autonomy, anxiety, and self-efficacy. The outcomes displayed that the experimental group and control group differed in performance. Actually, the e-portfolio assessment group outdid the summative assessment group. The e-portfolio assessment was found to be a more useful method for fostering learner autonomy, self-efficacy, and the writing CAF in EFL learners than summative assessment. Some recommendations, implications, and limitations were also listed at the end.

Abstract Students are essential parts of society, and their mental health and emotional safety as well as a sense of purpose, achievement, and success are the major objectives of successful education. They need to be armed with self-aid constructs to overcome academic setbacks and challenges. Despite the attributions of academic emotion regulation (AER), the core of self-assessment (CSA) to academic buoyancy (AB), no study has ever uncovered their relationships. To this end, the current research intended to test a structural model of English as a foreign language (EFL) university learners’ AER, CSA, and AB. The academic emotion regulation questionnaire (AERQ), the core of self-assessment questionnaire (CSAQ), and the academic buoyancy scale (ABS) were administered to 395 Iranian EFL university learners. Based on the results of structural equation modeling (SEM), AER and CSA predict learners’ AB. Additionally, the contribution of CSA to AB was confirmed. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster practical learning and assessment. This study opens new doors for future academic research. The implications of the study may help learners, teachers, administrators, policymakers, and curriculum designers.

The Omani socio-cultural context, the mono-gender educational system in schools, and the learning environment at the higher educational institutions significantly affect learners' self-efficacy and academic achievement in the mixed-gender EFL classroom. Different studies have revealed both positive and negative implications of mixed-gender classrooms, especially for those who came from a mono-gender learning environment. The adjustment phase for the tertiary learners from school to the university is not only crucial but also significant for the continuation of higher education. The effects of socio-cultural factors on self-efficacy and academic achievement have not been studied in depth, particularly in eastern countries. So, the current study aimed at investigating the role of gender, learning background, socio-cultural circumstances, and the effect of the learning environment on EFL learners' self-efficacy and their academic achievement within the scenario of the prevailing culture and traditions in the Dhofar Region. To conduct this study, mixed research methods (qualitative and quantitative) have been adopted to investigate the perceptions of both teachers and learners. The sample of the study consists of 117 EFL learners ranging between 18–22 years of age and 25 EFL teachers ranging between 35–60 years of age. We used separate surveys for students and the teachers and interviewed students and teachers on a random basis. The results demonstrate that both genders were comfortable in segregated classes. The results also reveal that female learners were active learners and better performers than male learners in the school learning environment. The students reported that social restrictions discouraged them from mixing with the opposite gender in classroom activities and oral discussions. Most teachers believe that, compared to male learners, female learners performed better and were more engaged and responsive to different learning situations. The study found that there were statistically significant differences between both genders in terms of the effects of socio-cultural environment, self-efficacy, and the learning environment. Female learners were better than male learners in mono-gender schools, and they have higher self-efficacy than male students at the university. In conclusion, EFL teachers should consider the socio-cultural context, learners' learning background, and other challenges of learners to bring out positive outcomes in a mixed-gender classroom.