Design of Electronic Tests for Arabic Language Learners "Second Language"

 



The aim of this study is to identify the general frameworks in the design of the electronic tests for Arabic language as a second language, and to identify the similarities and differences between them and the corresponding frameworks in the design of global electronic tests. And to achieve this objective of this study; the researcher used the descriptive survey method to determine the reality of the general frameworks in the design of these tests. And to gather the information that we needed to answer the study questions, the researcher relied on the direct observation tool to describe the general framework axes in designing the electronic tests. The study sample consisted of two electronic tests, and these are considered as one of the most popular electronic tests in Arabic and in English. The results of this study resulted in the preparation of a list of the axes of general frameworks which included ten axes, and the study of two electronic tests to teach the language as a second language (Standardized Arabic language test for Non-Arabic Speakers, and TOEFL test). It is clear from the observation card that all the axes of the general frames were achieved in the TOEFL test by 100% except the second axis: the axis of the skills and linguistic elements that covered by the test, where it is lacking of the elements and therefore the percentage of achievement of this axis in the test was 50%, and in the Standardized Arabic language test for Non-Arabic Speakers, the general framework axes were achieved by 90% except two axes: the ninth axis (the axis of results) and the tenth axis (the test insurance axis), where the ninth axis lacks to provide data on the performance of the candidates for the test, that the axis of the skills and linguistic elements that covered by the test, the proportion of what has been achieved of this axis was 67%, while the tenth axis hasn't been achieved in the Standardized Arabic language test for Non-Arabic Speakers, where the percentage achieved was 0%, and therefore there is a great similarity between the general frameworks in both tests. The study also presented a number of recommendations that were produced through this study