I like language assessment: EFL learners’ voices about self-assessment, self-eicacy, grit tendencies, academic resilience, and academic demotivation in online instruction

Self-awareness and self-evaluation are at the heart of both core of self-assessment,
self-eicacy, and grit tendencies. Although there is a lot written about self-assessment,
self-eicacy, and grit tendencies, academic resilience, and motivation, very little
is known about how self-assessment, self-eicacy, and grit tendencies contribute
to the academic resilience and academic demotivation of the learners, especially
in online English as a foreign language (EFL) assessment. Therefore, the purpose of this
study was to investigate a structural model of core of self-assessment, self-eicacy, grit
tendencies, academic resilience, and academic demotivation among EFL students.
Consequently, 385 EFL students took surveys measuring their language-learning
endeavors using the Core of Self-assessment Questionnaire (CSAQ), the Self-Eicacy
Scale (S-ES), the language-domain-speciic grit scale (L2-Grit S), the Academic Resilience
Scale
(ARS),
and
the
Academic
Demotivation
Scale
(ADS).
Structural
equation
modeling
(SEM) indings revealed
that
highly
resilient
and
motivated
EFL students had
high
core
of
self-assessment.
Additionally,
grit
tendencies
and
self-eicacy
displayed

efectiveness
in
elevating
academic resilience
and
motivation
in
online
assessment. The

results
of
this
study may
have
worthwhile
pedagogical
implications for
incorporating

technologically
enhanced learning
and
assessment
into
the
classroom.