Designing a unified model for measuring Arabic language competence among non-native learners [version 1; peer review: awaiting peer review]

Alharbi, Bader Hudayban and Adam Sa'ad, Auwal (2026) Designing a unified model for measuring Arabic language competence among non-native learners [version 1; peer review: awaiting peer review]. F1000Research, 15 (NA). pp. 1-10. ISSN 2046-1402

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Abstract

This article proposes a revised and expanded framework for the development of standardised Arabic language proficiency assessments, with a particular emphasis on addressing the unique linguistic, cognitive, and cultural complexities of Arabic as a Foreign Language (AFL). The framework is designed to serve both general-purpose language learning objectives and domain-specific applications, such as academic, diplomatic, or professional use. Drawing on established international benchmarks including the Common European Framework of Reference for Languages (CEFR) and the American Council on the Teaching of Foreign Languages (ACTFL) guidelines alongside specialised Arabic proficiency instruments such as the Arabic Language Proficiency Test (ALPT), the Certificate in Modern Arabic (CIMA), and the Test of Arabic as a Foreign Language (TAFL), this study synthesises best practices in language testing with insights from applied linguistics and psychometrics. A central innovation of this framework is its incorporation of Arabic’s sociolinguistic realities, including the persistent challenge of diglossia the coexistence of Modern Standard Arabic (MSA) and diverse regional dialects as well as the integration of dialectal comprehension and production tasks to reflect authentic communicative demands. The framework also emphasises cognitive processing strategies relevant to Arabic’s morphosyntactic complexity, recognising that effective assessment must go beyond grammar and vocabulary to capture learners’ ability to infer, interpret, and communicate meaning in context. Furthermore, the revised model places significant weight on sociocultural and pragmatic competence, ensuring that assessments include idiomatic expressions, speech acts, and culturally embedded language reflective of real-life interaction. Realism in task design, fairness across learner backgrounds, and transparency in scoring are addressed through the adoption of evidence-based principles from the Standards for Educational and Psychological Testing (AERA/APA/NCME). The study also advocates for robust validation procedures, including construct alignment, item response analysis, and intercultural bias mitigation. By holistically integrating linguistic, cognitive, and cultural dimensions, this framework aims to guide the development of more authentic, valid, and equitable proficiency assessments for AFL learners across diverse contexts. The proposed model contributes to the growing body of research on Arabic language pedagogy and offers practical implications for test developers, curriculum designers, and policy makers engaged in Arabic language education worldwide.

Item Type:	Article (Journal)
Additional Information:	8761/127886
Uncontrolled Keywords:	Arabic proficiency; language assessment; diglossia; cultural competence; test design; psychometrics
Subjects:	BPH Islamic Economics
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Institute of Islamic Banking & Finance (IIiBF)
Depositing User:	DR. Auwal Adam Sa'ad
Date Deposited:	18 Mar 2026 14:20
Last Modified:	18 Mar 2026 14:23
Queue Number:	2026-03-Q2536
URI:	http://irep.iium.edu.my/id/eprint/127886

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