<![CDATA[This study aimed to develop a linguistic measurement tool to evaluate Arabic proficiency among non-Arabic-speaking students, focusing on speaking, listening, and communication skills. The tool also sought to explore potential variations in proficiency by ethnic origin (Asian, African, and European). A quantitative research approach was employed, using a custom-developed tool to assess Arabic language skills. The study was conducted at the Islamic University of Medina, Saudi Arabia, with a random sample of 50 non-Arabic-speaking students from 15 nationalities. Data were collected through a linguistic assessment, which measured students' performance in speaking, listening, and communication tasks. The findings revealed significant ethnic variations in linguistic proficiency across the assessed skills. The tool's difficulty level was appropriate for evaluating students’ language abilities, with listening skills proving most challenging. Students particularly struggled to infer content from unfamiliar expressions, resulting in a difficulty rate of 72%. Speaking skills also posed challenges, particularly in determining the timing for introducing new ideas and in accurately pronouncing adjacent letters, with a 70% difficulty rate. Communication skills were less complex, with a 44% difficulty rate in exchanging ideas and responding to criticism. The study concluded that linguistic proficiency in Arabic among non-Arabic-speaking students varies by ethnic origin, with distinct challenges in listening and speaking. The developed measurement tool proved effective in assessing these skills and can be used to identify targeted language support needs among non-Arabic-speaking students in academic settings. Further research is needed to refine the tool and investigate additional factors that influence language acquisition.]]>
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