Assessment of Arabic Language Proficiency Among Undergraduate Students at the University of Maiduguri

Undergraduate Arabic language programmes in Nigerian universities face persistent challenges in producing graduates with functional proficiency in Modern Standard Arabic, despite four or more years of formal instruction. This study assesses the Arabic language proficiency of final-year undergraduate students at the University of Maiduguri, identifying strengths and weaknesses across the four skills of listening, speaking, reading, and writing. Using a proficiency test instrument adapted from internationally validated Arabic language assessment frameworks, the study evaluates 180 final-year students drawn through stratified random sampling from the Department of Arabic and Islamic Studies. Supplementary data are collected through structured self-assessment questionnaires and focus group discussions to capture learner perceptions of their own proficiency development. The study finds that reading comprehension and writing, particularly in morphosyntactic accuracy, score significantly lower than listening and basic vocabulary tasks, reflecting a curriculum imbalance that privileges classical text study over productive language use. Factors contributing to low productive proficiency include inadequate oral practice opportunities, absence of Arabic-medium instruction in non-language subjects, and limited exposure outside classroom settings. The study recommends restructuring the undergraduate curriculum to integrate communicative practice, establishing an Arabic language laboratory, and encouraging faculty-student interaction in Arabic. Keywords: Arabic language proficiency, undergraduate assessment, University of Maiduguri, language skills, curriculum.