تقييم محتوى مواقع تعليم اللغة العربية عن بعد للناطقين بغيرها وفقاً لمعايير الكفاءة اللغوية

This research aims to frame the theoretical foundations for analyzing the content of Arabic language teaching websites for non-native speakers, then build a list of criteria based on language proficiency guidelines, and then measure the extent to which these criteria are achieved in the research sample. This study answers the question around the percentage of compatibility of distance learning Arabic sites for non-native speakers with the language proficiency standards. It follows the descriptive-analytical approach and the questionnaire and content analysis programs as tools for analysis. The results included preparing a list of criteria for analyzing and evaluating the content of distance learning Arabic for non-native speakers, according to the 5C's standards and guidelines issued by (ACTFL). The results showed the inappropriateness of the research sample to the concept of the curriculum in presenting the content, and the imbalance of content in terms of skills and 5C's standards. It showed a low level of oral reaction in sample content. Due to the lack of simultaneous communicative education, the diversity and bias of cultural content varied. There is no clear constructivism for presenting grammar. The results of the exercises showed the absence of the highest threshold of thinking levels: analysis, synthesis, and evaluation, and the adoption of fixed patterns for the exercises. Weak use of techniques in serving content and enriching linguistic and cultural learning. The results showed the effectiveness and accuracy of automated analysis in analyzing the content of language teaching sites.