Using Speaking Test Data to Define the Advanced Proficiency Level for L2 Arabic Speakers

Abstract

Reaching the Advanced level of proficiency in speaking is a common goal of second language learners, but data on advanced learners of less commonly taught languages such as Arabic are scarce. This mixed‐methods study reports words‐per‐minute and type‐token ratios for three ACTFL levels—10 Intermediate Mid, 10 Advanced Mid, and 8 Superior—obtained from full‐length OPIs. Independent‐samples t tests revealed a significant difference between Intermediate Mid and Advanced Mid speakers on both measures, but no significant difference between Advanced Mid and Superior speakers was found. Qualitative observations on the distinctive features of Advanced learners' speech are also shared.

Future directions in assessment: Influences of standards and implications for language learning

“…However, test designers still need a robust plan to make a solid validity argument: that is, that the scores from the standardized tests are interpreted correctly and applied appropriately. Applied linguists and educators must continually question, as researchers have (e.g., Bachman, 1988;Clark & Clifford, 1988;Loomis, 2015;Malone, 2003;Thompson, Cox, & Knapp, 2016;Weir, 2005) the following: Are the ways in which ACTFL standardized test scores are used appropriate? Are score interpretations meaningful?…”

Wikalah iBT: How Is An Internet-Based Arabic Language Proficiency Test Instrument Developed?

“…TOEFL, IELTS) as entry as well as exit requirement for university education. Kotby, Khairy, Barakah, Rifaie, and Elshobary (1995); Rifaie (1994) explain that in the Arabic field, the Arabic language proficiency test was the first and pioneering test developed for language evaluation of Arabic speaking (Loomis, 2015), writing (Azmi, Al-Jouie, & Hussain, 2019), reading (De Graaf, 2021), and listening (Zubaidi, 2020).…”