Assessing Reading Texts for Non-Native Arabic Speaking Students at the University of Jordan in Light of the Common European Framework of Reference for Languages From the Students' Perspective

Abstract

This study aims to assess the extent to which reading texts for non-native Arabic-speaking students at the University of Jordan align with the CEFR (Common European Framework of Reference for Languages) criteria from the students' perspective. The study sample consisted of 64 students from the University of Jordan for the academic year 2021/2022. They were divided into 25 students from the first preparatory level and 39 students from the second preparatory level. A questionnaire was used as a data collection tool, and it included three areas: reading speed, linguistic richness, and accurate reading. The results indicated that all areas appeared to be moderate from the students' perspective, and there was no significant impact on the results attributed to demographic variables. Based on these results, the study demonstrates the importance of incorporating elements of CEFR in teaching language skills in Arabic for non-native speakers.