Ranim Zaher El Youm BENMAKHLOUF (2024) Content Analysis and Teachers’ Attitudes towards the Ministerial English Diagnostic Tests Case of the Newly Recruited Teachers at Souk Ahras University. University of Souk Ahras
Scientific Publications
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Abstract
Abstract
This dissertation investigates the attitudes of newly recruited teachers at Souk Ahras University towards the ministerial diagnostic tests in English. The study aims to evaluate the effectiveness of these tests in measuring the English language proficiency required for academic instruction. Employing a mixed-methods approach, this research combines quantitative surveys and qualitative content analysis to provide a comprehensive understanding of teachers\' perceptions and the adequacy of the diagnostic tests. The findings reveal a mixed level of satisfaction among teachers, highlighting significant concerns regarding the absence of speaking assessments, technical issues, and the relevance and clarity of test content. Based on these insights, several recommendations are proposed to enhance the design and implementation of the diagnostic tests. This study contributes to improving the assessment procedures, ensuring they effectively evaluate the specific competencies required for effective teaching and scholarly communication in a multilingual and multicultural academic context.
This dissertation investigates the attitudes of newly recruited teachers at Souk Ahras University towards the ministerial diagnostic tests in English. The study aims to evaluate the effectiveness of these tests in measuring the English language proficiency required for academic instruction. Employing a mixed-methods approach, this research combines quantitative surveys and qualitative content analysis to provide a comprehensive understanding of teachers\' perceptions and the adequacy of the diagnostic tests. The findings reveal a mixed level of satisfaction among teachers, highlighting significant concerns regarding the absence of speaking assessments, technical issues, and the relevance and clarity of test content. Based on these insights, several recommendations are proposed to enhance the design and implementation of the diagnostic tests. This study contributes to improving the assessment procedures, ensuring they effectively evaluate the specific competencies required for effective teaching and scholarly communication in a multilingual and multicultural academic context.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5045 |
| Date Deposited | 2024-07-03 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5045 |