Conference
Students' Perceptions of a Community-Engagement Place-Based Learning Intervention in an Arabic as a Foreign Language Course
| Title: | Students' Perceptions of a Community-Engagement Place-Based Learning Intervention in an Arabic as a Foreign Language Course |
|---|---|
| Language: | English |
| Authors: | Heba Salem, Rasha Essam |
| Source: | Online Submission. 2026Paper presented at the International Language Assessment Conference in Egypt (ILACE 2026) (Egypt, 2026). |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 2026 |
| Document Type: | 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 |
| Geographic Terms: | Egypt |
| Abstract: | 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 |
| Accession Number: | ED682592 |
| Database: | ERIC |
| Description not available. |