Evaluating Oral Presentation Performance in a Professional Arabic Language Course: A Rubric-Based Study

Abstract

Arabic for Professional Purposes courses increasingly include oral presentations to combine linguistic competence with communication skills, yet empirical research on their assessment remains limited. This study examines patterns in oral presentation performance across linguistic, interactional, and professional dimensions, including relationships among assessment criteria, their association with overall performance, and potential gender differences. Data from 75 undergraduate student oral presentations at the University of Dhaka were evaluated using a five-criterion analytic rubric: Objectivity of Content, ‘Pronunciation and Fluency’, Grammar, Interaction, and Attire. These data were analyzed using Pearson correlation, multiple regression, and an independent-samples t-test. All criteria showed strong, significant intercorrelations. Objectivity of Content, ‘Pronunciation and Fluency’, and Grammar correlated most strongly with overall performance. Regression analysis identified ‘Pronunciation and Fluency’ as the sole significant predictor of Interaction, highlighting fluency’s role in audience engagement. No significant gender differences were found. The study advocates for context-appropriate, rubric-based evaluation in underrepresented professional Arabic settings.

Mother Language, 2026; 10(1): 101-117