Dialogue Skills Assessment Scale

Abstract

The Dialogue Skills Assessment Scale (Daif-Allah & Al-Sultan, 2023) was developed to assess the effect of role-play on the development of dialogue skills among learners of Arabic as a second language. This scale was designed for a study conducted with a sample of advanced-level students in the Arabic Language Teaching Unit for Non-Native Speakers at Qassim University. The current constructs were measured in this sample using a total of 20 items adapted from Idham (2022), Al-Harahsheh (2017), and Huba and Freed (2000). Reliability results were reported for these items.

Keywords

Arabic as a Second Language; Dialogue Skills Assessment; Expression of Opinion; Good Listening; Respect for Others; Role-Play Effectiveness; Self-Esteem; Conversation; Educational Measures; Foreign Language Education; Foreign Language Learning; Language Proficiency; Communication and Language Measures

Authors

• Daif-Allah, Ayman Sabry

• Al-Sultan, Muhammad Sultan

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Purpose

The purpose of this scale is to provide useful ideas for future researchers to study innovative techniques for improving the acquisition of language skills among learners of Arabic as a second language.

Validity

No data is Available.

Reliability

Internal Consistency: A Cronbach alpha score of 0.73 showed acceptable internal reliability.

Factor Analysis

No data is Available.

Instrument

• Test Type: Original Rating Scale

• Format: The scale consists of four standards (i.e., Self-esteem; Good listening; Expression of opinion; Respect for others), with five indicators each, that measure specific dialogue skills. One mark is assigned to each indicator, and the maximum score for the four standards is 20 marks.

• Language Available: English

• Population Group: Human; Male; Female

• Age Group: Adulthood (18 yrs & older)

• Population Details: Location: Saudi Arabia; Respondents: Advanced-Level University Students

• Test Methodology: Test Reliability; Internal Consistency

Keywords

Arabic as a Second Language; Dialogue Skills Assessment; Expression of Opinion; Good Listening; Respect for Others; Role-Play Effectiveness; Self-Esteem

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Authors Including

• Author ORCID Identifier:

  • Daif-Allah, Ayman Sabry: http://orcid.org/0000-0003-4019-3583

• Affiliation:

  • Daif-Allah, Ayman Sabry: Qassim University, College of Arabic Language and Social Studies Department of English Language and Translation

  • Al-Sultan, Muhammad Sultan: Qassim University, College of Arabic Language and Social Studies Department of Arabic Language and Arts

• Email addresses:

  • Daif-Allah, Ayman Sabry: [email protected]

• Correspondence Address:

  • Daif-Allah, Ayman Sabry: Qassim University, College of Arabic Language and Social Studies, Department of English Language and Translation, Buraydah, Saudi Arabia, 52571, [email protected]

Permissions & Fee and Test Year

• Permissions: May use for Research/Teaching

• Commercial: No

• Fee: No

• Test Year: 2023

• Website: http://creativecommons.org/licenses/by/4.0/

References

Daif-Allah, A. S., & Al-Sultan, M. S. (2023). The effect of role-play on the development of dialogue skills among learners of Arabic as a second language. Education Sciences, 13(1), 1–12. https://doi.org/10.3390/educsci13010050

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Items of the Dialogue Skills Assessment Scale

The measure consists of 20 items. No data is Available.

1. Self-esteem

• The interlocutor shows confidence in his abilities. (Maximum Score: 1; Percentage: 5%)

• The interlocutor does not take much time to make a decision. (Maximum Score: 1; Percentage: 5%)

• The interlocutor cares about his appearance. (Maximum Score: 1; Percentage: 5%)

• The interlocutor does not confuse thoughts. (Maximum Score: 1; Percentage: 5%)

• The interlocutor does not give up easily. (Maximum Score: 1; Percentage: 5%)

2. Good listening

• The interlocutor shows interest in what other people say by using phrases such as yes, good, and true. (Maximum Score: 1; Percentage: 5%)

• The interlocutor requests clarification of the content of the message instead of guessing. (Maximum Score: 1; Percentage: 5%)

• The interlocutor asks for clarification to understand others’ point of view. (Maximum Score: 1; Percentage: 5%)

• The interlocutor does not interrupt or respond to the speaker before the speaker finishes speaking. (Maximum Score: 1; Percentage: 5%)

• The interlocutor takes notes of what is important in the opponent’s speech. (Maximum Score: 1; Percentage: 5%)

3. Expression of opinion

• The interlocutor expresses his opinion in a set of arranged points. (Maximum Score: 1; Percentage: 5%)

• The interlocutor provides logical evidence that supports his point of view. (Maximum Score: 1; Percentage: 5%)

• The interlocutor adheres to the time specified for expressing his ideas. (Maximum Score: 1; Percentage: 5%)

• The interlocutor tolerates opposing points of view. (Maximum Score: 1; Percentage: 5%)

• The interlocutor exchanges opinions and ideas with the opponent in order to resolve the contentious point. (Maximum Score: 1; Percentage: 5%)

4. Respect for others

• The interlocutor begins the debate by greeting the opponent with kindness and affection. (Maximum Score: 1; Percentage: 5%)

• The interlocutor shows respect for the speech and behaviors of others and does not mock them. (Maximum Score: 1; Percentage: 5%)

• The interlocutor accepts other people’s hobbies, talents, and interests and does not make fun of them. (Maximum Score: 1; Percentage: 5%)

• The interlocutor avoids psychological tension and verbal violence. (Maximum Score: 1; Percentage: 5%)

• The interlocutor shows respect for the opinion of the opponent even if it contradicts his own opinion. (Maximum Score: 1; Percentage: 5%)

Total Score: 20 (100%)