Engagement in On-line Language Assessment: are test-taking skills, self-assessment, resilience, and autonomy critical?

Abstract Every decision made in the classroom has potential to either help or hurt a student’s development as learner. When students’ mental and emotional well-being are taken into account, effective instruction assessment possible, despite importance of learners’ engagement (LEA), test-taking skills (TTS), self-assessment (SA), learner resilience (LR), autonomy (LA). As result, this study attempted illustrate dynamic between LEA, TTS, SA, LR, LA. To end, 435 English foreign language (EFL) students at intermediate levels Afghanistan were given copies Test-taking Skills Scale (TTSS), core self‑assessments questionnaire (CSAQ), The Academic Resilience (ARS), (LAQ), on-line (LEOA). Confirmatory factor analysis (CFA) structural equation modeling (SEM) screening data revealed that resilient EFL feel better pursuing their objectives. mediating effects TTS SA on LR LA consequently Engagement On-line Assessment specifically identified. survey’s ramifications, which may improve learning assessment, reviewed length.