مدى تضمين الجانب الوجداني في كتب اللغة الإنجليزية للمرحلة الأساسية المتوسطة في الأردن : دراسة تحليلية
The present study aimed at identifying the extent of the affective domain inclusion at the English language textbooks for the intermediate basic stage in Jordan. The study used the descriptive analytical approach. The population and its sample were represented in all the English language textbooks of the intermediate basic stage; (fourth grade, fifth grade, and sixth grade). The study was conducted in the academic year 2021/2022. A developed content analysis card that included the five levels of the affective domain (attending, receiving, valuing, organization, characterization) and the procedural verbs indicative of each level represented the study tool. The validity and reliability of the study tool were verified. The results of the study showed that the affective domain was included in the English language textbooks of the intermediate basic stage in varying extents, where the affective domain recorded a low extent of inclusion in the textbooks of the fourth grade and the sixth grade, while its inclusion was high in the fifth-grade textbook. The receiving and responding levels recorded a high level of inclusion in all English language textbooks of the intermediate basic stage, while both the level of organizing and the level of conceptualization recorded a low inclusion. The study also included the most important obstacles that prevent the inclusion and use of emotional goals, especially in English language books in Jordan. The study contained a number of recommendations related to its results. (Author’s abstract)