The Role of Techno-Competence in AI-Based Assessments: Exploring Its Influence on Students' Boredom, Self-Esteem, and Writing Development
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| Title: | The Role of Techno-Competence in AI-Based Assessments: Exploring Its Influence on Students' Boredom, Self-Esteem, and Writing Development |
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| Language: | English |
| Authors: | Shoeb Saleh, Abdullah Ibrahim Alsubhi |
| Source: | Language Testing in Asia. 2025 15. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Self Esteem, Writing Skills, Artificial Intelligence, English (Second Language), Student Attitudes, Teaching Methods, Writing Instruction, Technology Uses in Education, Foreign Countries, Comparative Analysis, Writing Evaluation, Learner Engagement, Psychological Patterns, Writing Tests, Language Tests, Technological Literacy, Student Needs, Learning Experience, Males, Computer Assisted Testing |
| Geographic Terms: | Saudi Arabia |
| DOI: | 10.1186/s40468-025-00344-1 |
| ISSN: | 2229-0443 |
| Abstract: | This study inspected how techno-competence in artificial intelligence (AI)-driven evaluations affected EFL learners' boredom, self-esteem, and writing skills. To do so, 66 Saudi Arabian male students from Saudi Arabia participated in the study. They were then split into the experimental group (EG) and the control group (CG). While the CG was assessed using conventional techniques, the EG was subjected to AI-enhanced assessments. Pre- and post-assessments were used to gauge the students' degrees of boredom, writing proficiency, and self-esteem. The results showed that for every variable measured, the EG performed better than the CG. In particular, participants' levels of boredom decreased, their self-esteem was raised, and their writing abilities improved when AI was used in the evaluations. These outcomes imply that incorporating AI-based assessments in language learning can foster a more supportive and engaging milieu, leading to better educational results. This research highlights the potential of techno-competence in AI to transform the academic landscape, especially in language assessment, by addressing learners' needs and developing overall learning experiences. However, the research's limitations, including a small and homogenous sample, a short study duration, and the focus on specific skills, highlight the need for further research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460997 |
| Database: | ERIC |
| Abstract: | This study inspected how techno-competence in artificial intelligence (AI)-driven evaluations affected EFL learners' boredom, self-esteem, and writing skills. To do so, 66 Saudi Arabian male students from Saudi Arabia participated in the study. They were then split into the experimental group (EG) and the control group (CG). While the CG was assessed using conventional techniques, the EG was subjected to AI-enhanced assessments. Pre- and post-assessments were used to gauge the students' degrees of boredom, writing proficiency, and self-esteem. The results showed that for every variable measured, the EG performed better than the CG. In particular, participants' levels of boredom decreased, their self-esteem was raised, and their writing abilities improved when AI was used in the evaluations. These outcomes imply that incorporating AI-based assessments in language learning can foster a more supportive and engaging milieu, leading to better educational results. This research highlights the potential of techno-competence in AI to transform the academic landscape, especially in language assessment, by addressing learners' needs and developing overall learning experiences. However, the research's limitations, including a small and homogenous sample, a short study duration, and the focus on specific skills, highlight the need for further research. |
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| ISSN: | 2229-0443 |
| DOI: | 10.1186/s40468-025-00344-1 |
