Theoretical Cognitive-Affective Approach to Teacher’s Concepts of Language Assessment Literature: Field Study
| المصدر: | مجلة الباحث في العلوم الإنسانية والاجتماعية |
|---|---|
| الناشر: | جامعة الشهيد حمّه لخضر الوادي - كلية العلوم الاجتماعية والإنسانية |
| المؤلف الرئيسي: | Alla, Aicha (Author) |
| المجلد/العدد: | مج14, ع2 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2023
|
| الشهر: | يونيو |
| الصفحات: | 47 - 56 |
| DOI: |
10.51838/1767-014-002-004 |
| ISSN: |
2170-0370 |
| رقم MD: | 1389278 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Affective | Cognitive Concepts | Language Assessment | Theoretical | Teachers
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| LEADER | 02325nam a22002297a 4500 | ||
|---|---|---|---|
| 001 | 2139707 | ||
| 024 | |3 10.51838/1767-014-002-004 | ||
| 041 | |a eng | ||
| 044 | |b الجزائر | ||
| 100 | |9 565506 |a Alla, Aicha |e Author | ||
| 245 | |a Theoretical Cognitive-Affective Approach to Teacher’s Concepts of Language Assessment Literature: |b Field Study | ||
| 260 | |b جامعة الشهيد حمّه لخضر الوادي - كلية العلوم الاجتماعية والإنسانية |c 2023 |g يونيو | ||
| 300 | |a 47 - 56 | ||
| 336 | |a بحوث ومقالات |b Article | ||
| 520 | |b The objective of the present study is to identify the Theoretical cognitive-affective approach to teachers' concepts in language assessment literacy it in Algeria, as well as the nature of the differences according to the following demographic variables: (Gender), and the sample consisted of 100 persons, with females=50 and males=50; The study tools included a scale prepared by Ibrahim Mohammad 2022, has been addressed by using standard statistical methods spss28 program, the descriptive approach was adopted, resulted the study at the following results: There are differences at the theoretical cognitive-affective approach to teachers' concepts in language assessment Literacy among language teachers in Algeria. There aren’t statistically significant differences at the level of significance (α =0.01) in the Theoretical cognitive-affective approach to teachers' concepts in language assessment Literacy in Algeria according to the variable gender. | ||
| 653 | |a علم النفس التربوي |a مناهج البحث |a تعلم الإنجليزية |a محو الأمية | ||
| 692 | |b Affective |b Cognitive Concepts |b Language Assessment |b Theoretical |b Teachers | ||
| 773 | |4 العلوم الإنسانية ، متعددة التخصصات |4 العلوم الاجتماعية ، متعددة التخصصات |6 Humanities, Multidisciplinary |6 Social Sciences, Interdisciplinary |c 004 |e Journal El-Bahith in Human and Social Sciences |f Mağallaẗ al-bāḥiṯ fī al-ՙulūm al-iğtimāՙiyaẗ wa al-insāniyaẗ |l 002 |m مج14, ع2 |o 1767 |s مجلة الباحث في العلوم الإنسانية والاجتماعية |v 014 |x 2170-0370 | ||
| 856 | |u 1767-014-002-004.pdf | ||
| 930 | |d n |p y |q n | ||
| 995 | |a HumanIndex | ||
| 999 | |c 1389278 |d 1389278 | ||
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