العلاقة بين حافز التعلم و مهارة المحادثة العربية من خلال التقييم الذاتي لمدرسي اللغة العربية

Abstract EN

The learning incentive relationship with Arabic conversational skill was examined through the self-assessment of the Arabic language teachers in this article.

The study methodology is the descriptive descriptive statistical approach and the study focused on the Arabic language in the western cities of Kulstan province in Iran.

We chose 103 Arab teachers randomly as the study sample.

The learning incentive will be measured through a learning motivation questionnaire, the skill to speak through the referee's grade level for learners, and self-assessment through the teacher's grade rate for their speech skills.

In our analysis of the parameters we used the descriptive approach of tables and charts, modifier, variance, statistical deviation, After verifying their validity, we use the Ragerison method and the Pierson correlation coefficient with the spss program.

The data indicate that there is a close link between learning motivation and Arab conversational skill through self-assessment of Arab teacher skill