Dialogue Skills Assessment Scale

Abstract

The Dialogue Skills Assessment Scale (DSAS), developed by Daif-Allah and Al-Sultan in 2023, is an original rating instrument designed specifically to evaluate the efficacy of the role-play pedagogical method. Its primary purpose is to measure the subsequent development of dialogue skills among students learning Arabic as a Second Language (ASL).

The scale was utilized in a study involving advanced-level students enrolled in the Arabic Language Teaching Unit for Non-Native Speakers at Qassim University. The DSAS comprises a total of 20 items, which were adapted from existing instruments created by Idham (2022), Al-Harahsheh (2017), and Huba and Freed (2000). Initial psychometric reporting indicated acceptable internal consistency for the adapted 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 fundamental purpose of the Dialogue Skills Assessment Scale is to provide a standardized tool for assessing communicative proficiency in a didactic context. Beyond its immediate application, the scale is intended to generate valuable insights and practical ideas for researchers.

These insights can be leveraged to study and implement innovative teaching techniques that are specifically tailored toward improving the acquisition of foundational language skills among learners of Arabic as a Second Language.

Construct

The DSAS measures the composite construct of Dialogue Skills, which encompasses the communicative and interpersonal behaviors necessary for effective verbal exchange. This construct is broken down into four distinct, observable standards, ensuring a comprehensive assessment of the student’s communicative competence during dialogue.

The four measured standards are: Self-esteem (reflecting confidence and decisiveness in communication), Good Listening (reflecting attention and comprehension), Expression of Opinion (reflecting organized articulation and logical justification), and Respect for Others (reflecting interpersonal courtesy and tolerance for differing viewpoints).

Validity

Data pertaining to the formal establishment of the scale’s validity (e.g., content validity, construct validity, or criterion-related validity) were not provided in the original supporting documentation for the Dialogue Skills Assessment Scale.

Reliability

The measure of reliability was established through the assessment of internal consistency. The study reported a Cronbach alpha score of 0.73 across the 20 items. This value is generally accepted within psychological and educational measurement as indicative of acceptable reliability for research purposes.

Factor Analysis

Information regarding the factor structure or the results of any exploratory or confirmatory Factor Analysis conducted on the Dialogue Skills Assessment Scale was not available in the published source material.

Instrument

Test Type: Original Rating Scale

Format: The instrument is structured around four primary standards: Self-esteem, Good Listening, Expression of Opinion, and Respect for Others. Each of these standards is evaluated using five specific indicators. A maximum of one mark is assigned to each indicator, resulting in a potential maximum total score of 20 marks for the entire scale.

Language Available: English

Population Group: Human; Male; Female

Age Group: Adulthood (18 yrs & older)

Population Details: Location: Saudi Arabia; Respondents: Advanced-Level University Students (specifically, non-native speakers studying Arabic).

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, Conversation, Educational Measures, Foreign Language Education, Language Proficiency, Communication and Language Measures

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Authors

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 Use: No

Fee: No

Test Year: 2023

License Details: The work is published under the Creative Commons Attribution 4.0 International License, available here: 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. DOI: https://doi.org/10.3390/educsci13010050

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Items of the Dialogue Skills Assessment Scale

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

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%)