Titre :	Teachers’ and Students’ Attitudes towards the Assessment of Writing Proficiency
Type de document :	texte imprimé
Auteurs :	Maissoune Belhadef, Auteur ; Manel Mouleme, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2019
Importance :	143 f.
Format :	30cm.
Note générale :	Une copie electronique PDF disponible au BUC.
Langues :	Français (fre)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	New developments in educational psychology emphasize the central importance of the learners and their attitudes to learning as well as the importance of the teachers and their attitudes to teaching. Due to the value of their attitudes in language learning and teaching, the present research is based on the hypothesis that if the Algerian University teachers of Written Expression do not apply the accurate criteria when evaluating learners’ written performance; it is owing to the fact that they do not obey second language theory and practice and students would not be satisfied with their assessment. It aims, then, to identify the attitudes of second year license students at the University of Constantine (1) towards the teachers’ assessment of their writings. These attitudes are expressed in terms of their reactions to teachers’ assessment, their preferences of the criteria of assessment they would like their teachers to apply for evaluating them. Besides, investigating whether the teachers of (WE) apply the exact criteria of assessment or not from both teachers’ and students’ perspectives. In addition to identifying the attitudes of (WE) teachers towards the assessment of writing proficiency, their preferable ways of assessing their students’ writing performance. For this purpose, one basic research instrument was used. The first questionnaire was handed in to second year license students and the second one was directed to teachers of written expression in the department of English at Frère Mentouri University. The results of the investigation have shown that both the students and the teachers hold favourable attitudes towards the assessment of writing proficiency; and the teachers obey second language theory and practice by applying the accurate criteria for the evaluation. The identification of students’ and teachers’ attitudes can help to gain insight on the language learning and teaching process and suggest a teacher-learner collaboration approach to assessment.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12513

Teachers’ and Students’ Attitudes towards the Assessment of Writing Proficiency [texte imprimé] / Maissoune Belhadef, Auteur ; Manel Mouleme, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 143 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Français (fre)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	New developments in educational psychology emphasize the central importance of the learners and their attitudes to learning as well as the importance of the teachers and their attitudes to teaching. Due to the value of their attitudes in language learning and teaching, the present research is based on the hypothesis that if the Algerian University teachers of Written Expression do not apply the accurate criteria when evaluating learners’ written performance; it is owing to the fact that they do not obey second language theory and practice and students would not be satisfied with their assessment. It aims, then, to identify the attitudes of second year license students at the University of Constantine (1) towards the teachers’ assessment of their writings. These attitudes are expressed in terms of their reactions to teachers’ assessment, their preferences of the criteria of assessment they would like their teachers to apply for evaluating them. Besides, investigating whether the teachers of (WE) apply the exact criteria of assessment or not from both teachers’ and students’ perspectives. In addition to identifying the attitudes of (WE) teachers towards the assessment of writing proficiency, their preferable ways of assessing their students’ writing performance. For this purpose, one basic research instrument was used. The first questionnaire was handed in to second year license students and the second one was directed to teachers of written expression in the department of English at Frère Mentouri University. The results of the investigation have shown that both the students and the teachers hold favourable attitudes towards the assessment of writing proficiency; and the teachers obey second language theory and practice by applying the accurate criteria for the evaluation. The identification of students’ and teachers’ attitudes can help to gain insight on the language learning and teaching process and suggest a teacher-learner collaboration approach to assessment.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12513