Conference
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Students' Perceptions of a Community-Engagement Place-Based Learning Intervention in an Arabic as a Foreign Language Course

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Students' Perceptions of a Community-Engagement Place-Based Learning Intervention in an Arabic as a Foreign Language Course
Γλώσσα: English
Συγγραφείς: Heba Salem, Rasha Essam
Πηγή: Online Submission. 2026Paper presented at the International Language Assessment Conference in Egypt (ILACE 2026) (Egypt, 2026).
Peer Reviewed: N
Page Count: 36
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Speeches/Meeting Papers
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Place Based Education, Arabic, Second Language Instruction, Intervention, Undergraduate Students, Foreign Countries
Γεωγραφικοί όροι: Egypt
Περίληψη: This research is an initial one-cycle design-based study that explored students' perceptions of a place-based learning (PBL) intervention in an Arabic as a Foreign Language (AFL) course. The aim of the intervention was to connect classroom learning with place through community engagement. Eighteen undergraduate students participated in the intervention, and they were asked to complete an online questionnaire that consists of ten closed-ended questions and one open-ended short essay question. Students' responses to the closed-ended questions were analyzed descriptively. However, students' written responses were analyzed using deductive thematic analysis. Overall, the findings indicated students' positive perceptions towards the PBL intervention. In addition, the open-ended responses highlighted four themes: 1) connecting classroom learning with physical place, 2) using Arabic through authentic interaction, 3) understanding the local community and its social context, and 4) the importance of preparation and scaffolding. The study therefore contributes to literature by providing design principles that focus on the role of teachers, students, communities, and resources in the design and development of PBL.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: ED682592
Βάση Δεδομένων: ERIC
FullText Text:
  Availability: 0
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PubType: Conference
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IllustrationInfo
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  Data: Students' Perceptions of a Community-Engagement Place-Based Learning Intervention in an Arabic as a Foreign Language Course
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  Data: <searchLink fieldCode="AR" term="%22Heba+Salem%22">Heba Salem</searchLink><br /><searchLink fieldCode="AR" term="%22Rasha+Essam%22">Rasha Essam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026Paper presented at the International Language Assessment Conference in Egypt (ILACE 2026) (Egypt, 2026).
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  Data: N
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  Data: 36
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Place+Based+Education%22">Place Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Arabic%22">Arabic</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: This research is an initial one-cycle design-based study that explored students' perceptions of a place-based learning (PBL) intervention in an Arabic as a Foreign Language (AFL) course. The aim of the intervention was to connect classroom learning with place through community engagement. Eighteen undergraduate students participated in the intervention, and they were asked to complete an online questionnaire that consists of ten closed-ended questions and one open-ended short essay question. Students' responses to the closed-ended questions were analyzed descriptively. However, students' written responses were analyzed using deductive thematic analysis. Overall, the findings indicated students' positive perceptions towards the PBL intervention. In addition, the open-ended responses highlighted four themes: 1) connecting classroom learning with physical place, 2) using Arabic through authentic interaction, 3) understanding the local community and its social context, and 4) the importance of preparation and scaffolding. The study therefore contributes to literature by providing design principles that focus on the role of teachers, students, communities, and resources in the design and development of PBL.
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  Data: As Provided
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  Data: 2026
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  Data: ED682592
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 36
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Place Based Education
        Type: general
      – SubjectFull: Arabic
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Intervention
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Egypt
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      – TitleFull: Students' Perceptions of a Community-Engagement Place-Based Learning Intervention in an Arabic as a Foreign Language Course
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            NameFull: Rasha Essam
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            – D: 19
              M: 07
              Type: published
              Y: 2026
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            – TitleFull: Online Submission
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