When Testing Becomes the Enemy of Learning: Re-engineering Assessment in Teaching Arabic to Non-Native Speakers from Paper-Based Measurement to Performance-Based Evaluation
Arabic for Specific Purposes: A Systematic Design Model from Needs Analysis to Discourse Analysis, Functional Syllabus Development, and Professional Assessment
The Competency-Based Approach in Teaching Arabic to Non-Native Speakers: From Outcome Alignment to Task Construction and Standards-Based Assessment
Pragmatic Competence and Intercultural Communication: Why Is Culture Not an “Add-on” in Teaching Arabic to Non-Native Speakers?
