Evaluation of Umm Al-Qura University’s Arabic Language Series for Non-Native Speakers in Light of Curriculum Development Standards

Abstract

This study aimed to investigate the extent to which curriculum development standards are realized in Umm Al-Qura University’s Arabic Language Series for non-native speakers. The evaluation was grounded in a set of linguistic, pedagogical, cultural, psychological, and cognitive standards commonly adopted in the field of Arabic language curriculum design for non-native learners. Despite the significant importance of these standards in curriculum evaluation, studies examining instructional series—particularly the Umm Al-Qura series—through a standards-based framework remain very limited.To achieve the objectives of the study, the researcher employed the descriptive survey-based evaluative approach. A validated standardized instrument (questionnaire) was developed and reviewed by a panel of experts, then administered to a sample of specialists involved in teaching the series. Their responses were statistically analyzed to determine the degree to which each standard was met. The research procedures included identifying the standard domains, formulating the instrument items, validating them, administering the instrument, and interpreting the findings.The results revealed that the Umm Al-Qura University series demonstrates a high level of alignment with the established standards, indicating the quality of its design and its instructional effectiveness.