Innovation in Language Learning

With the rapid growth of Arabic language learning worldwide, there is a pressing need for robust and standardized proficiency assessments. Several Arabic proficiency tests have been developed over the past two decades (e.g., Ying, 2023; Banyan, 2024; Al-Kharji, 2024; Dahabi, 2024; Al-Sarie, 2024; Fadl, 2023). However, so far, no comprehensive review has systematically examined the landscape of Arabic assessment to identify gaps and challenges in this evolving field. As such, this paper presents a narrative review of existing Arabic language proficiency assessments, including both global and regionally developed tests.

Our review was based on a systematic search and critical analysis of published studies, institutional reports, and test documentation. The aim of this review is to identify key challenges related to test validity, reliability, accessibility, skill coverage, and alignment with international standards. Building on these findings, the paper introduces the Hamza for Academic Purposes Test, a newly developed, standardized Arabic proficiency test designed to address several of the identified challenges. The development process of the Hamza test is briefly outlined, highlighting its innovative features in assessing reading, listening, writing, and speaking skills through authentic academic tasks. The paper argues that the Hamza test represents a model for integrating international best practices with localized adaptations tailored to Arabic’s unique linguistic features.

By mapping the current state of Arabic language assessment and proposing practical solutions, this study contributes to advancing the field toward more valid globally recognized assessments. This ultimately supports equitable opportunities for Arabic learners worldwide.