Arabic Reading Proficiency: What’s in Waiting Through Score Model Journey?

Aisyah Nabilah Md Tahir and Mohd Effendi Ewan Mohd Matore
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Aisyah Nabilah Md Tahir: Faculty of Education, Universiti Kebangsaan Malaysia & Faculty of Major Language Studies, Universiti Sains Islam Malaysia
Mohd Effendi Ewan Mohd Matore: Research Centre of Education Leadership and Policy Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 11, 897-905

Abstract: Arabic reading proficiency is a critical foundation for language mastery, serving as a key measure of overall proficiency for both native and non-native speakers. This underscores the growing demand for Arabic reading proficiency assessments. However, unlike other analysis models, the SCORE model’s application to Arabic reading assessment has not been widely explored. Hence, this concept paper examines Arabic reading assessments through comprehensive analysis from the SCORE model. The methodology used for this concept paper is the thorough analysis using SCORE model that measured among five elements such as Strengths (S), Challenges (C), Options (O), Responses (R) and Effectiveness (E). The main strengths include aligning the assessment with international standards, adapting to new technology, and promoting higher-order thinking skills, which are crucial for meeting diverse learner needs. However, challenges persist, such as limited resources, scarcity of expertise, and the necessity for culturally relevant frameworks, especially in regions like Malaysia, where Arabic is taught as a foreign language. Options for advancement include the integration of AI and adaptive testing technologies, partnerships with international frameworks, and targeted educator training. Responses from stakeholders, including educators, policymakers, and business organizations, indicate favorable support through funding, training, and innovative tool development. The effectiveness of Arabic reading assessments relies on their reliability, adaptability, and cultural integration, aiming to produce inclusive, precise evaluations that meet international standards. This finding has important implications towards essential insights for policymakers, educators, and institutions, underscoring the need for strategic advancements to enhance Arabic reading assessments in the evolving educational landscape. While this analysis provides valuable insights, alternative models like SWOT, SOAR, and NOISE could broaden perspectives and address the paper’s limitations. Future studies are encouraged to explore longitudinal impacts and cross-contextual applications, ensuring sustainable and comprehensive language proficiency evaluation.

Date: 2024
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