Between Linguistic Measurement and Academic Screening: Towards a More Integrated Approach to the Arabic Language Proficiency Test and the English Language Proficiency Test in Graduate Admissions at Libyan Universities (University of Tripoli as a Model)

Abstract

This study presents a descriptive-analytical examination of the role of the Arabic language proficiency test (Language of Ḍād) and the English language proficiency test within the admission system for graduate programs at Libyan universities, with a focus on standardized examinations conducted under the supervision of language centers and the departments of Arabic and English in these institutions. The research aims to reconceptualize these examinations not merely as tools for assessing linguistic competence, but as institutional mechanisms that potentially contribute to regulating and redistributing admission opportunities. It proceeds from the hypothesis that these examinations perform a dual function, combining linguistic measurement with academic screening, whereby they not only evaluate language skills but also implicitly shape admission pathways, particularly in light of the limited availability and high cost of international alternatives. The research gap lies in the scarcity of studies addressing these examinations within the framework of an integrated institutional language policy in the contemporary Libyan context. The study employs a descriptive-documentary analysis of regulatory decisions and ministerial decrees, alongside an examination of official test samples, linking them to general university curricula. Findings indicate challenges related to the standardization of examinations across diverse disciplines, the short validity period of results, and inconsistencies in criteria between different stages of graduate studies. The study contributes a critical reading of language admission examinations as part of an evolving educational policy, and proposes the development of a more integrated normative framework that connects admission policies with university teaching practices, thereby enhancing fairness and academic relevance.