Abstract

This study aimed to investigate the impact of using Modern Standard Arabic on improving the language proficiency of middle school students in Jordan, as an educational tool that helps bridge the gap between the local dialect and Standard Arabic. The study employed a quasi-experimental quantitative design with a pre-test/post-test using two independent groups (experimental and control). The sample consisted of 250 male and female students from Jordanian public schools, equally divided between the two groups. A standardized language proficiency test was used, encompassing reading comprehension, morphological and syntactic production, and reading fluency, along with a scale measuring motivation and language anxiety. The results showed statistically significant differences (α ≤ 0.05) favoring the experimental group in overall language proficiency and all its sub-dimensions, with large effect sizes. The results also indicated higher levels of motivation and lower levels of language anxiety among students who learned using Modern Standard Arabic compared to the control group.