Measurement and evaluation approaches of Arabic teachers as a foreign language

Based on the importance of measurement and evaluation in a foreign language, the main purpose of guiding this research is to examine the measurement and evaluation approaches of the lecturers who teach in Arabic preparatory programs. Accordingly, a total of 183 lecturers, 36 of whom were women (19.7%) and 147 were men (80.3%), who provided education in Arabic preparatory programs of universities in the 2019-2020 academic year, were reached. The lecturers were asked to answer the questionnaire, which consists of 4 parts, named Basic Language Skills Measurement and Evaluation Techniques. As a result of the analysis of the data obtained within the scope of the study, it was concluded that measurement and evaluation approaches of the lecturers forming the sample are highly limited to traditional methods. At the same time, it has been analyzed whether the frequency of choice of methods identified as alternative varies according to variables such as gender, nationality and graduated faculty. The findings indicate that the tendency to use alternative methods in measurement and evaluation of the four basic language skills is higher in Arabic lecturers than in Turkish lecturers. Furthermore, the frequency of choosing alternative methods in measurement and evaluation of only writing skill was found to differ according to gender, and it was found that this tendency was higher in female lecturers than male lecturers.