Electronic Assessment and Its Role in Determining Linguistic Proficiency for Arabic Learners as Non-Native Speakers From Design to Implementation

Abstract

 والثّبات والتمييزية. The development of communication methods and the widespread use of modern electronic media, starting from the last quarter of the twentieth century, has led to a radical change in how knowledge is acquired, disseminated, taught, and assessed. Using the available information and communication technologies, tools, techniques, and software in the processes of learning and teaching has become an urgent necessity that cannot be ignored in the field of teaching Arabic to non-native speakers, due to its real role in enhancing education and its outcomes. Electronic language tests for proficiency assessment are considered as important evaluation tools relied upon to measure the extent of required competencies and diagnose areas of weakness, thus finding ways to enhance the success of the educational process at all stages. Therefore, Arabic language teachers for non-native speakers are keen on designing effective and efficient tests that enable them to measure the learners' level of linguistic competencies and assess the achievement of educational objectives. This paper explores the use of modern technology in the development of Arabic language learning and teaching for non-native speakers through designing online proficiency tests. These tests can help overcome some obstacles faced by language test creators, especially concerning the objectivity and effectiveness in measuring learners' performance based on accurate criteria and indicators that ensure the reliability and credibility of results, thus guaranteeing the effectiveness of the educational process. This study holds significance as one of the early practical proposals in the context of teaching Arabic to non-native speakers in Tunisia. It examines essential educational concepts related to online assessment and the foundations of designing proficiency tests for non-native Arabic speakers, ensuring the efficiency of the evaluation process and the quality of learning outcomes. We have chosen to focus on the beginner level A1, using the Moodle educational platform. We have designed this electronic test based on quality specifications and the European Framework of Reference for Language Learning, and we tested it on a group of Chinese and German learners. The experimental results accurately determined the proficiency level of these learners due to the practical mechanism of scoring in this test, making it objective, reliable, and valid