ARABIC LANGUAGE TEXTBOOK READABILITY FOR FOURTHYEAR MIDDLE SCHOOL IN ALGERIA

Elhachemi  Legougui; Mansour  benzahi

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Published: Jul 1, 2024

Keywords:

Readability, Arabic Language Textbook, Fourth-Year Middle School.

Elhachemi Legougui

Mansour benzahi

Abstract

This investigation endeavors to ascertain the readability level of the Arabic language textbook designated for fourth-year middle school students in Algeria and to identify any potential disparities in readability across genders. Employing a descriptive methodology, this research incorporated the creation of a cloze test featuring three passages extracted from the textbook, which was administered to a cohort of 173 students.

The findings revealed that the Arabic language textbook possessed a high readability level, with 57.22% of the participants finding the content suitable, a percentage that aligns with the independent level range of readability. Moreover, the analysis disclosed no significant gender-based differences in readability. Based on these outcomes, the study advocates for a heightened emphasis on the assessment of textbook readability to enhance educational content delivery.

Issue

Vol. 61 No. 7 (2024)

Section

Articles

This work is licensed under a Creative Commons Attribution 4.0 International License.

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