Evaluating the Test of Arabic as a Foreign Language (TOAFL) Graduation Requirement Policy in Higher Education: Students Perspectives
Keywords:
TOAFL, Policy Evaluation, Arabic Language, Islamic Higher Education, Students' PerspectivesAbstract
The Test of Arabic as a Foreign Language (TOAFL) graduation requirement policy in Indonesian Islamic universities has attracted increasing academic attention. This study evaluates the implementation of the TOAFL policy from students' perspectives, encompassing their perceptions of policy relevance, barriers encountered during preparation, and the policy's impact on Arabic language learning motivation. A mixed-methods design was employed, combining a validated 48-item questionnaire administered to 312 active students at five state Islamic universities across Indonesia with semi-structured interviews conducted with 24 purposively selected participants. Quantitative data were analysed using multiple linear regression, MANOVA, and one-way ANOVA with Bonferroni post-hoc correction; qualitative data were subjected to reflexive thematic analysis. Findings indicate that the majority of students (67.3%) acknowledge TOAFL's relevance for linguistic competence development, yet a significant gap exists between the quality of classroom Arabic instruction and the competence standards demanded by the examination. Access to learning resources, instructor qualifications, and examination frequency significantly predicted students' TOAFL attainment. Psychometric reviews of the TOAFL instrument within the CEFR framework (Anggara, 2026) further indicate that the instrument requires systematic refinement to align with internationally recognised language proficiency standards. The study recommends policy reforms encompassing strengthened instructional infrastructure, standardisation of Arabic instruction, and contextually sensitive revision of passing thresholds.
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