Evaluating the Content of Al-Arabiyyah Bayna Yaday Awladina According to Total Quality Standards in Teaching Arabic to Non-Native Speakers

Abstract

This study evaluates the first volume of the Al-Arabiyyah Bayna Yaday Awladina series in light of total quality standards for teaching Arabic to non-native speakers, using a content analysis framework comprising ten quality dimensions. The results reveal that the textbook generally achieves a high to good level of quality, particularly in its introduction, learning objectives, instructional content, activities, linguistic elements, assessment practices, and cultural values. The introduction clearly outlines the book’s aims and methodology, while the objectives are well-sequenced and address cognitive, affective, and skill-based learning outcomes. The content is linguistically sound and presented in varied formats, and the activities are appropriate for learner differences and foster critical thinking. Although the book demonstrates reasonable integration of the four language skills, oral skills receive greater emphasis than writing skills. Despite these strengths, the analysis identifies areas requiring improvement, notably the absence of continuous quality enhancement mechanisms, limited monitoring of learner performance, uneven topic distribution, and insufficienta development of writing and phonetic training. The study concludes by recommending the adoption of systematic evaluation procedures, stronger feedback mechanisms, improved skill integration, refined assessment tools aligned with instructional objectives, and greater reliance on interactive visual resources and culturally authentic learning situations.