The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

Abstract

Self-assessment and reflective thinking (RT) can arm learners to monitor and evaluate their learning progress. Despite the long history of the core of self-assessment (CSA) and RT, little is known about how they may contribute to learner enjoyment (LE) and learner immunity (LI). Therefore, the current research attempted to propose a model to depict the interplay among CSA, RT, LE, and LI. To this end, the Core of Self-Assessment Questionnaire (CSAQ), Reflective Thinking Questionnaire (RTQ), Foreign Language Enjoyment Scale (FLES), and Language Student Immunity Instrument (LSIS) were administered to 518 Iranian EFL university students. The results of confirmatory factor analysis (CFA) and structural equation modeling (SEM) indicated that EFL university students with higher levels of CSA and RT skills experienced more enjoyment and were immunized productively. Furthermore, the critical role of RT in CSA was discovered. The implications of this study may unveil new prospects for implementing learning-oriented assessment in the classroom and RT practices in educational programs.

Enjoyment and oral English proficiency in future teachers

“…According to the initial results, a relationship was evident between enjoyment and students' oral proficiency, aligning with the findings of a referenced study where enjoyment was identified as an influential affective factor for achieving listening and speaking competence in students (Aldosari et al, 2023). On the other hand, another study determined a positive association between enjoyment of oral performance and competence in English (Yu et al, 2022).…”

“…For example, if students perceive a speaking task as inadequate, too easy, or complex, their motivation and confidence will be negatively influenced. That is known as the internal locus of control (Bozorgi, 2009;Aldosari et al, 2023), or also a sense of self-efficacy, which, according to Bandura's Social Cognitive Theory, refers to belief in one's abilities to complete a task or achieve a goal (Núñez, 2022). Among the factors that enhance self-efficacy are successful experiences, observing others' achievements, physiological and emotional states, and verbal persuasion and feedback (Payaprom, 10.3389/feduc.2024.1306080 Frontiers in Education 04 frontiersin.org 2023).…”

Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment

“…The claim is made that LI is an educational, social, and psychological framework that enables learners to take action against issues and challenges. Similarly, [ 19 ] found that higher levels of reflective thinking skills were associated with greater satisfaction and productive immunity among EFL students, according to their findings. Moreover, the results might open up new avenues for integrating thinking skills techniques and learning-oriented evaluation into educational initiatives.…”

“…Apart from that, the findings revealed that the modulation of the emotions of EFL learners while they attended online instruction reduced the likelihood of burnout occurring. It is possible to suggest, in conjunction with [ 19 ], that psychological well-being may be a contributing factor in the development of a productive configuration of immunity among the learners. Similarly, [ 15 , 16 , 35 ] contended that the emotional well-being of English learners is crucial for ensuring the cultivation of effective resilience and productive immunity.…”

Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being

“…Therefore, students may better comprehend the targeted learning goals, recognize their strengths and weaknesses, and create plans for future improvement by adding SE and RT exercises into standard ELT classes (Bachman, 2015). According to Aldosari et al (2023), the majority of students said that SE was beneficial as it allowed them to communicate more effectively by admitting their flaws and strengths. It takes methodical, regular processes to teach pupils how to evaluate themselves.…”