Designing A Measure For Arabic Language Skills Using Blackboard: A Statistical Study Applied To Non-Arab-Speaking Students

Khalid Alharbi

Abstract


This study aimed to develop a linguistic measurement tool to evaluate the Arabic language proficiency of non-Arabic-speaking students, focusing on the skills of speaking, listening, and communication. The tool also sought to explore the potential variations in proficiency based on ethnic origins (Asian, African, and European).  A quantitative research approach was employed, using a custom-developed tool to assess Arabic language skills. The study was conducted at the Islamic University of Medina, Saudi Arabia, with a randomly selected sample of 50 non-Arabic-speaking students from 15 different nationalities. Data were collected through a linguistic assessment, which measured students' performance in speaking, listening, and communication tasks. The findings revealed significant ethnic variations in linguistic proficiency across the assessed skills. The difficulty level of the tool was appropriate for evaluating the students’ language abilities, with listening skills proving most challenging. Students particularly struggled with inferring content from unfamiliar expressions, leading to a difficulty rate of 72%. Speaking skills also posed challenges, particularly in determining the timing for introducing new ideas and in accurately pronouncing adjacent letters, with a 70% difficulty rate. Communication skills were less difficult, with a 44% difficulty rate related to exchanging ideas and responding to criticism. The study concluded that linguistic proficiency in Arabic among non-Arabic-speaking students varies by ethnic origin, with distinct challenges observed in listening and speaking skills. The developed measurement tool proved effective in assessing these skills and can be used to identify areas for targeted language support among non-Arabic speakers in academic settings. Further research is needed to refine the tool and investigate additional factors that influence language acquisition.

Keywords


Measurement; Arabic Language; Speaking skills; Listening skills; Communication skills; Blackboard

References


Saleem, M., & Syeda, M. (2024). Arab EFL students’ and instructors’ perceptions of errors in mechanics in second language paragraph writing. FWU Journal of Social Sciences, 18(1), 87–103. https://doi.org/10.51709/19951272/Spring2024/7

Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers and Education, 179, 104406. https://doi.org/10.1016/j.compedu.2021.104406

Assaiqeli, A., Maniam, M., & Morgul, E. (2023). Challenges of ELT during the new normal: A case study of Malaysia, Turkey, and Palestine. International Journal of Arabic-English Studies, 8(3), 715–727. https://doi.org/10.33806/ijaes2000.23.1.20

Klimova, B. (2021). An insight into online foreign language learning and teaching in the era of COVID-19 pandemic. Procedia Computer Science, 192, 1787–1794. https://doi.org/10.1016/j.procs.2021.08.183

Pustika, R. (2020). Future English teachers’ perspective towards the implementation of e-learning in COVID-19 pandemic era. Journal of English Language Teaching and Linguistics, 5(3), 383–391. https://doi.org/10.21462/jeltl.v5i3.448

Ramli, K., Assaiqeli, A., Mostafa, N. A., & Singh, C. (2022). Gender perceptions of benefits and challenges of online learning in Malaysian ESL classroom during COVID-19. Studies in English Language and Education, 9(2), 613–631. https://doi.org/10.24815/siele.v9i2.21067

Rido, A., & Sari, F. (2018). Characteristics of classroom interaction of English language teachers in Indonesia and Malaysia. International Journal of Language Education, 2(1), 40–50. https://doi.org/10.26858/ijole.v2i1.5246

Ghonivita, Y., Pahamzah, J., & Wijayanti, M. (2021). Improving students’ listening skills and vocabulary mastery through contextual teaching and learning by using online learning. Journal of English Language Teaching and Cultural Studies, 4(1), 10–21. https://doi.org/10.48181/jelts.v4i1.10557

Ordoñez, J., & Holguín, J. (2021). Strengthening university students’ listening and speaking skills in English as a foreign language: Online international conversation clubs. European Journal of Foreign Language Teaching, 5(4), 76–96. https://doi.org/10.46827/ejfl.v5i4.3780

Mulyadi, D., Wijayatiningsih, T., Singh, C., & Prastikawati, E. (2021). Effects of technology-enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717–736. https://doi.org/10.29333/iji.2021.14342a

Biletska, I., Paladieva, A., Avchinnikova, H., & Kazak, Y. (2021). Use of modern technologies by foreign language teachers: Developing digital skills. Linguistics and Culture Review, 5(S2), 16–27. https://doi.org/10.21744/lingcure.v5nS2.1327

Alzubi, A. (2024). Learning EFL listening and speaking skills via Blackboard: Students' attitudes, challenges, and assessment. Journal of Higher Education Theory and Practice, 24(3). https://doi.org/10.33423/jhetp.v24i3.6840.

Figueiredo, S., Alves, M., Silva, C., & Nunes, O. (2016). The big four skills: Teachers’ assumptions on measurement of cognition and academic skills for non-native students. Annual International Conference on Cognitive - Social, and Behavioral Sciences (icCSBs). Future Academy, UK.

Rushdie, T. (1989). Mainstreaming the Arabic language to non-native speakers: Its curriculum and methods. Islamic Educational, Scientific and Cultural Organization, Rabat.

Muhammad, A.-S. (2003). Linguistic skills as an introduction to the characteristics of the Arabic language and its arts. Dar Al-Andalus for Publishing and Distribution, 5.

Galloway, A. (1993). Communicative language teaching: An introduction and sample activities. Center for Applied Linguistics, ERIC Digest. http://www.cal.org/resources/digest/gallow01.html.

Alqahtani, M. (2015). Challenges of non-native Arabic learners in acquiring listening and speaking skills. Journal of Linguistic Studies, 15(2), 45–59.

Alghamdi, F. (2018). Investigating the effectiveness of language immersion for non-native Arabic speakers in enhancing speaking skills. International Journal of Language Education and Research, 9(1), 27–38.

Elhassan, M. (2017). Linguistic challenges in Arabic comprehension: A study on non-native learners. Journal of Applied Linguistics, 12(3), 98–115.

Wang, H., & Ahmed, K. (2020). Factors influencing the language proficiency of non-native Arabic learners: A comparative study. Linguistic and Cultural Studies, 25(4), 150–163.

Al-Kahtani, A. (2019). The impact of regional linguistic differences on Arabic language learning. International Journal of Linguistics, 22(3), 200–214.

Hassan, R., & Soliman, S. (2016). Cognitive load and language acquisition in Arabic: The effect of task difficulty. Journal of Educational Psychology, 47(2), 77–89.

Boudah, D. (2017). Active learning techniques for second language acquisition: A study on Arabic learners. Language Teaching Research, 19(4), 523–540.

Zhang, X., Lee, Y., & Kim, J. (2024). Integration of Blackboard with multimedia tools: Enhancing student engagement and active learning. Educational Technology Review, 33(1), 50–70.

Lee, S., & Lee, H. (2023). Effectiveness of Blackboard in promoting collaborative learning: Improved outcomes in language classrooms. Journal of Interactive Learning Environments, 31(2), 120–134.

Hassan, L., & Jabeen, R. (2024). Challenges of using Blackboard for online assessments: Evaluating speaking and writing proficiency. Journal of Online Education, 18(1), 89–104

Ahmed, M., & Rahman, A. (2023). Adaptability of Blackboard in large-scale language programs: Balancing accessibility and participation challenges. International Journal of E-Learning, 14(4), 210–225.

Tran, T., Pham, L., & Nguyen, P. (2024). Blackboard’s role in facilitating synchronous learning: Real-time communication and feedback. Journal of Synchronous Learning, 9(1), 1–15.




DOI: https://doi.org/10.18860/ijazarabi.v9i1.36736

Refbacks



Copyright (c) 2026 Khalid Alharbi

License URL: https://creativecommons.org/licenses/by-sa/4.0/