Arabic language teaching evaluation process for non-native speakers (original) (raw)
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This research aims at investigating the effectiveness of methods of teaching Arabic language in Grade seven of Arabic schools in the province of Brunei Darussalam. The researchers distributed Questionnaire to students studying Arabic language therein .Their population is 221 students and after retrieving the Questionnaire required by the research, the researchers analyzed them quantitatively to get the required results the research concluded that the positive aspects of the system of test of the class seven of the Arabic language school of Brunei Darussalam is able to measure the students" competence of listening skills up to (71.7%), their reading skills by (77.7%) their speaking skills up to (74.2), their writing skills by (78.3%) and that the distribution of grades for all the four language skills is equally distributed by (70.9%)and that it contains Arabic grammar questions up to (75.5%); and contains questions of Arabic morphology up to 63.1%and questions on rules of writing up to (74.8%) and that it is commensurate with the lessons and exercises presented to students in class by (78.5%) and reflects the true the linguistic level of the students by (74.3%) but the negative aspects reveals the fact that the test system of the grade seven students of the Arabic schools of Brunei Darussalam does not measure the students listening skills up to (28.3%), their reading skills up to (22.3%), their speaking competence by (25.8%), the writing skills by (21.7%),and distribution of scores for the four language skills unequally by (29.1%), and it does not contain Arabic grammar questions up to (24.5%) the Arabic morphology questions up to (36.9%), questions of rules of writing up to (25.2%) and does not commensurate with lessons and exercises presented to students in classes by (21.5) I.
The New Arabic Proficiency Test. Report
1992
The Arabic Proficiency Test (APT), developed in 1991-92, is described and details of its scoring are outlined. The APT is designed to measure general proficiency in literary Arabic in reading and writing, and in listening and production of standard spoken Arabic. Its proficiency rating scale corresponds to the American Council on the Teaching of Foreign Languages' proficiency guidelines. The test consists of three booklets (listening/reading comprehension, writing, and speaking) and is available in two forms. The listening and reading comprehension test contains multiple choice items on a variety of recorded and printed texts. The writing section consists of tasks ranging from writing out short notes and filling out simple forms to letter-writing and original composition. Spelling, punctuation, length, appropriate vocabulary and grammar usage, clarity, organization, and coherence are measured. The speaking test requires oral responses appropriate to specific speaking tasks. Field testing involved a total of 144 examinees. Scoring of the reading/listening comprehension test is done manually with scoring key sheets, and involves assigning numerical scores according to specific guidelines, which are provided here. Scoring tables for school placement purposes are also provided. Plans for establishment of national norms are described, and instruction for ordering tests are included. (MSE)
Language Assessment Literacy in the Middle East and North Africa (MENA) Region
2019
Language assessment literacy (LAL) has become a critical topic in English language teaching since the late 1990s. Unfortunately, this is mainly due to the fact that so many English language teachers are not assessment literate. In other words, many English language teachers lack the knowledge and skills to write good language tests, evaluate the effectiveness of their tests, and use test results in meaningful ways. The purpose of this paper is to critically examine the status of LAL in the Middle East and North Africa (MENA) region. After defining what LAL is, we will discuss why it is important that teachers are assessment literate, and we will examine some of the barriers to teachers becoming assessment literate. We will then propose a course of action to improve LAL amongst teachers, such as devising an Assessment Competency Framework, and helping teachers to become more assessment literate. We will then move on to look at the state of LAL in the MENA region, and finally we will report on a number of initiatives that the Testing, Assessment and Evaluation Special Interest Group (TAE SIG) of TESOL Arabia has implemented to improve LAL amongst English language teachers in the region.
Application of Developing Test Items for The Elements of Arabic Language in Madrasah Aliyah Level
Kitaba
Evaluation in teaching is one of the important aspects that an educator must do. Evaluation is a benchmark for the success of achievement in planned learning. The process consists of obtaining, analyzing, and interpreting data about the learning process and student learning outcomes. This research aims to provide alternative recommendations for language element test questions consisting of sounds and vocabulary based on the level of Madrasah Aliyah according to the stages of preparing valid and correct tests. This research aims to recommend language element test questions consisting of sounds, vocabulary, and sentence structure based on class levels at Madrasah Aliyah. The steps for writing question items include (1) determining basic competencies, (2) material selection, (3) making indicators, (4) compiling grids, (5) compiling draft questions, (6) reviewing tests, and (7) finalizing. In this article, researchers only write five stages, divided into three simple steps: determining ...
Creative Education, 2019
Classroom-based assessment is a continuous process in teaching and learning to gain information about students' mastery and the effectiveness of teachers' pedagogy. This study reports on the improvement of Arabic language teaching and learning through the implementation of classroom-based assessment which was conducted correctly and effectively in the classroom. This study is a case study using a qualitative approach. The data was obtained through interviews and document analysis of three lower secondary Arabic language teachers, who are also national level main coaches for classroom-based assessment. Selection of interview participants was done through purposive sampling. Interview transcript data were first referred to the study participants and then analysed using the Nvivo software 12. The findings proved that the implementation of a holistic and continuous classroom-based assessment of Arabic language can enhance student achievement in four key language skills namely listening, speaking, reading and writing. Even more so, through the various assessment methods implemented, teachers could ensure students' learning objectives were achieved. Overall, the findings suggest that implementation of classroom-based assessment can enhance Arabic language teaching and learning especially in terms of changing teachers' attitudes, knowledge acquisition and skills in student assessment.
An assessment Norm of Communicative Arabic Proficiency
Arab Journal of Applied Linguistics , 2019
i Abstract The concept of the "native speaker" (NS) remains a constant interest in the field of language pedagogy due to the need the field has for models, goals and norms (Davies, 2003, p. 1). On the other hand, some other researchers such as Byram (1997) in his model of intercultural competence (ICC) and Cook (2012) in his model of multi-competence have argued against the NS as a norm of assessment and deemed it an idealistic, unrealistic goal. In the context of Arabic language, given its complex sociolinguistic situation, it is essential to identify the role of NS for assessing the non-native learner's level of proficiency. This paper discusses the usefulness of the NS as the only source of language data, and investigates whether it should be taken as an assessment norm in an Arabic language context. Semi-structured interviews were conducted with nine assessment stakeholders who fall into three categories; assessor teachers, teachers, and learners of Arabic as a foreign language in the UK Higher Education context. Findings showed contested opinions regarding the assessment norm of Communicative Arabic Proficiency (CAP), and pointed out an existing norm of the educated native speaker despite the complex relationship between the concepts "proficiency and education" in the Arabic context. Alternatively, a diglossic competent L2 user was identified as a potential norm, although the definition of this concept remains unclear.
FPBU, USIM MALAYSIA, 2020
Objectives of Basic Arabic Learning Scales 1. To Holistically evaluate the application of Complementary Method of “ Al'Takaamuliah ” in basic Arabic classroom for Non-Arabic-Speaking Students in Malaysian National Universities. 2. To assess pervading influence of "Al'Takaamuliah" Complementary Strategy on basic Arabic skills for Non-Arabic-Speaking Students in Malaysian National Universities. 3. To predict the potential influence of "Al'Takaamuliah" Complementary Strategy on Arabic listening, reading, speaking and writing skills in various Malaysian National students. Methodology A predetermined structured questionnaire with a set of questions pertaining to the area of Teaching methods as well as Arabic listening, reading, speaking and writing skills. A 5 point scale with a headachy of : (always, frequently, sometimes, rarely, never) is used. for the positive questions the scoring pattern which is: (4, 3, 2, 1 and 0) and for the scales of Arabic competency (very poor, poor, good, very good or excellent, were used, the pattern which is: (4, 3, 2, 1 and 0) and there was no negative statement. For instance (1) for (poor); it represents the below average frequency on the scale, (2) for (good); it represents an average frequency, (3) for (very good); it represents an above the average frequency, and (4) for (excellent); it represents the highest competency level. students are requested to choose (0) for (very poor); if the factor is not appropriate or not applicable to them. The two examples for the five ratings are provided at the beginning of the scales. The population is defined in terms of the total number of Malaysian National students. The sample size was obtained using the stratified sampling technique. Significance of this Questionnaire The significance of this Teaching Methods’ Rating Questionnaire was perceived in the following educational aspects: 1- Selecting skills for treatment and assist in planning intervention for students who were assumed to have problem with basic Arabic skills which might result into inadequacy in their Arabic performance. 2- Evaluating capabilities for individual Basic Arabic teachers in Malaysian National Universities. 3- This questionnaire has an element of flexibility and comprehensivity, whereby, one can select from the five Basic Arabic scales or selected "Al'Takaamuliah" Complementary Method for different purposes or can consider all of them in order to determine a comprehensive pedagogical picture across the selected community of Malaysian National Universities. Technical Information of the Questionnaire Content Related Validity The researcher Likert ratting scale of five points so that the new Malaysian questionnaire would provide a variety of frequencies for more specific rating choices. All the sub factors that were loaded were positive linguistic and pedagogical skills. Factor loading criteria were considered with respect to pedagogical phenomena in relation to sub skills of: Listening Skills, Speaking Skills, Reading Skills, and Writing skills. The pedagogical scales were selected to measure a construct that, the higher the frequency of using Al'Takaamuliah" Complementary Method, the better the Arabic Skills competency level for Non-Arabic-Speaking Students in Malaysian National Universities, and there was no negative implication for an absence or low rates of a particular pedagogical skills or Basic Arabic Skills, because to reach such a decision needs more research. The definitions of the variables measured and the content of this Arabic language basic skills were revised by experts in pedagogy for the sake of further verifications of relevancy and significance before any other research procedures had taken place. The revision procedure lead to adds and drops of different items in all sub-scales of the questionnaire. Construct-related Validity The basic Arabic learning scales for Malaysian National Universities provides clear a clear definitions of how an academically acceptable Malaysian National Universities Arabic language teacher would perform for better Arabic basic skills acquisition. It also provides clear a clear definitions of how an academically acceptable Malaysian National Universities Arabic language student would perform along with the defined Arabic language basic sub-scales of: Listening, Speaking, Reading, and Writing skills. Therefore, it was alternatively hypothesized that students of Malaysian National Universities who use "Al'Takaamuliah" Complementary Method for basic Arabic language are more competent in Arabic basic skills and get acceptable achievement levels. Therefore they score higher on the scales of basic Arabic skills than those who do not use Al'Takaamuliah" Complementary Method for basic Arabic language. Then this would logically mean that the higher the frequency of using "Al'Takaamuliah" Complementary Method for basic Arabic language, the higher the scores the basic Arabic language and the better the Arabic Skills' competency level and vice versa. Limitations of the Questionnaire • The data collected by this questionnaire is not enough to answer questions about anti-pedagogical skill; one can not conclude that a student is handicap just by a Zero score of -say- the Speaking Skills sub-scale: (I use common vocabularies when discussing with colleagues); there are other learning environment factors that need to be investigated before asserting such a conclusion. All one can get through this questionnaire is the answer to the question of how frequent do Arabic teachers exercise the selected positive Arabic teaching techniques by using "Al'Takaamuliah" Complementary Method? Or, What is the level of students' competency on Basic Arabic Skills when the “ Al'Takaamuliah" Complementary method is used to teach Basic Arabic Skills for Non-Arabic-Speaking Students in Malaysian National Universities? • Although it is logically assumed to provide such intervention plan with these scales, the provision intervention plans is beyond the scope of this research. Hence there is no intervention plan provided to deal with teachers who's Teaching Methods’ rates are found to be low and therefore they are suspected to be pedagogically handicapped. Like-wise, there is no intervention plan provided to deal with students who's Basic Arabic Skills' rates are found to be low and therefore they are suspected to be handicapped in Basic Arabic Skills. Such intervention plans are left for different researchers to choose whichever Arabic teaching intervention plan that reaches their specific research objectives. • Finally, this basic Arabic learning scales is categorized with other research tools of Arabic skills investigations. They are sometimes influenced by intervening factors. Therefore, the results of data collected by such tools should always be reported with respect to their corresponding standard error of measurements.
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Assessment is one of the basic processes in the educational process after determining goals and teaching students. The national school final examination, in Indonesia called UAMBN, is one of the programs for conducting Arabic language tests, and focuses on assessing four skills of students. In fact, speaking skills test is not in the program. The purpose of this research is to criticize the lack of implementation of speaking skills assessment at UAMBN. Researcher used a critical methodology to analyze the data by configuration of four analytically distinguished but intertwined dimensions: (1) critical understanding and in-depth examination, (2) critical explanation and comparative generalization, (3) open discourse and transformative redefinition or action, and (4) reflexive–dialectic argumentation. The results of the study are the absence of an Arabic speaking skill test in the national madrasah final exam/UAMBN cannot be tolerated. Distributing the assessment process in national s...
International Journal of Academic Research in Business and Social Sciences
The profession of teaching still lacks qualified cadres who meet specific requirements to lead the teaching process effectively. Most of those working in the field of education graduated from institutions, colleges, and universities in which they did not receive educational sciences that are concerned with preparing, qualifying and training them to practice the teaching profession. That is why most of them lack the foundations and standards on which this profession is based. This causes many problems for them when practicing the teaching profession. The researcher believes that there are elements, bases and standards that are necessary so that the teacher can practice the teaching profession. The research aims to set these standards as a basis for each teacher so that he can practice the teaching profession in an optimal and satisfactory manner, and to obtain remarkable educational outcomes and quality. In order to characterize the fundamental elements of the linguistic, cultural, and professional preparation of the Arabic language teacher, the study adopted an analytical descriptive technique. In terms of the analytical approach, the researcher detailed and examined the acceptable cultural, linguistic, and professional standards and their significance to the Arabic language instructor in order to help him carry out the process of teaching and teaching the Arabic language effectively. The study concluded that a teacher of Arabic Language should have a strong understanding of cultural nuances, particularly when teaching Arabic to non-native speakers. The study also concluded that The Arabic language teacher should be mindful of the cultural aspect of their teaching, which includes their knowledge of Islamic sciences and this is due to the close relationship between the Arabic language and Islamic sciences. Since the teachers are regarded as a crucial pillar of the educational process, and the Arabic language teachers is the most important pillar, it is the responsibility of educational institutions to prepare and train them properly so that they can be culturally and professionally ready to carry out his educational, professional, and cultural duties with students who speak different languages.
A Model of Proficiency-Based Oral Achievement Testing for Elementary Arabic
Foreign Language Annals, 1986
In my paper entitled "Arabic Proficiency Test: Implementation and Implication:' which was first presented at the American Association of lkachers of Arabic (AATA) panel held in conjunction with the 1982 Middle East Studies Association (MESA) Annual Meeting and then pubhhed in Alarabiyya (Rammuny, ll), I called for "the development of clearly defined proficiency-based goals for the three levels of Arabic instruction (elementary, intermediate and advanced), the selection of teaching materials and methods to meet these new learning goals, and finally the construction of proficiency-based tests to evaluate the attainment of the specific goals set for each level!' "The main objective of this redirection in the Arabic teaching profession:' I added, "is to insure turning out competent graduates who can understand Arabic with ease and use it effectivelyl' Raji M. Rammuny (Ph.D., The University of Michigan) is a Professor of Arabic at the University of Michigan, Ann Arbor, MI.