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Designing a scenario-based learning framework for a university-level Arabic language course / Mohamed, Salwa (Rights reserved)

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Periodical

Title:
Language Learning in Higher Education
Publication:
Berlin New York, NY: de Gruyter
Scope:
Online-Ressource
ISSN:
2191-6128
ZDB-ID:
2645939-5 ZDB
Keywords:
Fremdsprachenlernen ; Zeitschrift ; Zeitschrift
Classification:
Sprache
Collection:
Sprache
Copyright:
Rights reserved
Accessibility:
Eingeschränkter Zugang mit Nutzungsbeschränkungen
Title:
Language Learning in Higher Education
Publication:
Berlin New York, NY: de Gruyter
Scope:
Online-Ressource
ISSN:
2191-6128
ZDB-ID:
2645939-5 ZDB
Keywords:
Fremdsprachenlernen ; Zeitschrift ; Zeitschrift
Classification:
Sprache
Collection:
Sprache
Copyright:
Rights reserved
Accessibility:
Eingeschränkter Zugang mit Nutzungsbeschränkungen

Article

Author:
Mohamed, Salwa
Title:
Designing a scenario-based learning framework for a university-level Arabic language course
Publication:
Berlin New York, NY: ˜deœ Gruyter, 2025
Language:
English
Information:
Abstract: The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as social agents engaged in real-life tasks to construct meaning and achieve tangible goals. However, the CEFR’s innovative vision has often been overshadowed by its predominant use as a standardization or benchmarking tool, with less emphasis on improving curriculum planning and classroom practices. This research project seeks to address these limitations by proposing a Scenario-Based Learning framework that implements the principles of the action-oriented approach in a university-level Arabic Intermediate 1 class aimed at minor-route and elective students. Drawing on theoretical and pedagogical advancements reflected in the CEFR Companion Volume (Council of Europe 2020), the SBL framework aims to enhance learners’ agency and promote holistic competence development.
Scope:
Online-Ressource
Note:
Kein Open Access
Archivierung/Langzeitarchivierung gewährleistet
Keywords:
CEFR ; action-oriented approach ; scenario-based learning ; competence-based learning ; sociocultural theory ; complex ecological view
Classification:
Sprache
Sonstiges
URN:
urn:nbn:de:101:1-2505230352487.850432317321
Collection:
Sprache
Sonstiges
Copyright:
Rights reserved
Accessibility:
Eingeschränkter Zugang mit Nutzungsbeschränkungen
Author:
Mohamed, Salwa
Title:
Designing a scenario-based learning framework for a university-level Arabic language course
Publication:
Berlin New York, NY: ˜deœ Gruyter, 2025
Language:
English
Information:
Abstract: The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as social agents engaged in real-life tasks to construct meaning and achieve tangible goals. However, the CEFR’s innovative vision has often been overshadowed by its predominant use as a standardization or benchmarking tool, with less emphasis on improving curriculum planning and classroom practices. This research project seeks to address these limitations by proposing a Scenario-Based Learning framework that implements the principles of the action-oriented approach in a university-level Arabic Intermediate 1 class aimed at minor-route and elective students. Drawing on theoretical and pedagogical advancements reflected in the CEFR Companion Volume (Council of Europe 2020), the SBL framework aims to enhance learners’ agency and promote holistic competence development.
Scope:
Online-Ressource
Note:
Kein Open Access
Archivierung/Langzeitarchivierung gewährleistet
Keywords:
CEFR ; action-oriented approach ; scenario-based learning ; competence-based learning ; sociocultural theory ; complex ecological view
Classification:
Sprache
Sonstiges
URN:
urn:nbn:de:101:1-2505230352487.850432317321
Collection:
Sprache
Sonstiges
Copyright:
Rights reserved
Accessibility:
Eingeschränkter Zugang mit Nutzungsbeschränkungen

Contents

Table of contents

  • Language Learning in Higher Education (Rights reserved)
  • Promoting autonomous learning amongst Chinese learners of Japanese – introducing flipped learning and learner portfolios / Takewa, Mika (Rights reserved)
  • ˜Theœ challenge of LSP in languages other than English: adapting a language-neutral framework for Japanese / Sugie, Fumiko (Rights reserved)
  • Receptive communication skills to support inclusive learning in the multilingual classroom: a workshop for university teaching staff / Huemer, Birgit (CC BY)
  • Fostering sustainability literacy and action through language education: perspectives and practices across regions / de la Fuente, Maria-José (Rights reserved)
  • Developing writing skills and feedback in foreign language education with chatGPT: a multilingual perspective / Carlini Versini, Dominique (CC BY)
  • Generative AI in teaching academic writing: guiding students to make informed and ethical choices / Hradilová, Alena (CC BY)
  • ˜Theœ relationship between English Medium Instruction and motivation: a systematised review / Musty, Nicholas (Rights reserved)
  • Examining the (in) accuracies and challenges when rating students’ L2 listening notes / Madarbakus-Ring, Naheen (Rights reserved)
  • Boosting learner autonomy through a learner diary: a case study in an intermediate Korean language class / Kang-Parker, Yonsoo (CC BY)
  • Use of ePortfolios in EAP classes to facilitate self-efficacy through the improvement of creative, organizational, reflective, revision and technological skills / Mitchell, Kathleen (Rights reserved)
  • Students’ perceptions of a sense of belonging in Language Centre courses – What role do teachers play? / Intke-Hernandez, Minna (Rights reserved)
  • Language learning across cultures and continents: exploring best practices of dialogue, collaboration and innovation / Argondizzo, Carmen (Rights reserved)
  • Frontmatter (Rights reserved)
  • Research practice and culture in European universities’ Language Centres. Results of a survey in CercleS member institutions / Critchley, Mark (CC BY)
  • Students’ perception of the impact of (meta) linguistic knowledge on learning German / Link, Sabrina (CC BY)
  • Integration, collaboration, friendship as core messages for younger generations / Argondizzo, Carmen (Rights reserved)
  • Frontmatter (Rights reserved)
  • Decolonising the curriculum in Japanese language education in the UK and Europe / Umezawa, Kaoru (CC BY)
  • Intercomprehension and collaborative learning to interact in a plurilingual academic environment / Bavieri, Luisa (Rights reserved)
  • Expert versus novice academic writing: a Multi-Dimensional analysis of professional and learner texts in different disciplines / Smirnova, Elizaveta (Rights reserved)
  • Teaching presentation skills through popular science: an opportunity for a collaborative and transversal approach to ESP teaching / Hansel, Aude (Rights reserved)
  • Language policy in Higher Education of Georgia / Tabatadze, Shalva (Rights reserved)
  • Raising language awareness to foster self-efficacy in pre-professional writers of English as a Foreign Language: a case study of Czech students of Electrical Engineering and Informatics / Van de Poel, Kris (Rights reserved)
  • Designing a scenario-based learning framework for a university-level Arabic language course / Mohamed, Salwa (Rights reserved)
  • Does an autonomising scheme contribute to changing university students’ representations of language learning? / Chateau, Anne (Rights reserved)
  • Washback effects of the Portuguese CAPLE exams from Chinese university students and teachers’ perspectives: a mixed-methods study / Liu, Jiayu (Rights reserved)
  • Fostering transparency: a critical introduction of generative AI in students’ assignments / Cotelli Kureth, Sara (CC BY)
  • Language practices in the work communities of Finnish Language Centres / Kosonen, Hanna (Rights reserved)
  • Investigating the relationship between self-regulated learning and language proficiency among EFL students in Vietnam / Dong, Minh Hoang (CC BY)
  • Japanese kana alphabet retention through handwritten reflection cards / Vanbaelen, Ruth (Rights reserved)
  • Students’ perspectives on Facebook and Instagram ELT opportunities: a comparative study / Shahini, Amin (Rights reserved)
  • Delivering a pilot Institution Wide Language Programme (IWLP) at an Irish University: teachers’ perspectives / Bruen, Jennifer (Rights reserved)
  • Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class / Wu, Huashan (Rights reserved)
  • Investigating the plurilingual profiles and linguistic repertoires of student language teachers: issues of SLA, multilingual assessment, and the role of L2 Italian in a localized Greek context / Mouti, Anna (Rights reserved)
  • Influence of dynamic assessment on Taiwanese undergraduates and graduate students’ academic writing of research proposals / Chien, Chin-Wen (Rights reserved)
  • Learning Chinese and making meaning – ways to develop intercultural citizenship in the foreign language classroom / Morgan, Fei (CC BY)
  • Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes / Kireeti, Kushal (CC BY)
  • Shared leadership strategies for languages education. A case of project-based learning at CLC in Poznan University of Technology / Strukowska, Marta E. (Rights reserved)
  • Exploring EFL instructors’ perceptions, conceptual awareness, and actual practices about gamification: an exploratory case study in a Turkish state university / Taşkara, Kübra (Rights reserved)
  • An investigation into the relationship between attitudinal and non-attitudinal variables and the utilization of digital technology: the EFL Vietnamese context / Nguyen, Lan Anh Thuy (CC BY)
  • Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills / Musliadi, Musliadi (Rights reserved)
  • Teaching note-taking in EMI: an experimental study in Economics and Business Administration / Breeze, Ruth (Rights reserved)
  • U.S. students learning Czech in study abroad: motivational dynamics / Převrátilová, Silvie (Rights reserved)
  • INTRODUCTION: Worldwide voices of experience in language education / Argondizzo, Carmen (Rights reserved)
  • Striking a comfortable balance in the act of modern language teaching and learning / Argondizzo, Carmen (CC BY)
  • Japanese EFL undergraduate students’ use of the epistemic modal verbs may, might, and could in academic writing / Hollmann, Willem (CC BY)
  • Training attitudes of primary school foreign language teachers / Zayas-Martínez, Francisco (Rights reserved)
  • Sustainable language learning and ePortfolio application / Polyakova, Oksana (Rights reserved)
  • Harmonious learning: songs in English for ESP / Robinson, Ian Michael (CC BY)
  • Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices / Ahmed, Hafiz Nauman (Rights reserved)
  • Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts / Alhassan, Awad (Rights reserved)
  • Frontmatter (Rights reserved)
  • Frontmatter (Rights reserved)
  • Exploring the functions of lexical bundles in undergraduate opinion paragraphs for pedagogical use / Akeel, Eman S. (Rights reserved)
  • Translanguaging in content assessment: voices, experiences and practices of EMI university students / Gülle, Talip (Rights reserved)
  • Verbal engagement strategies in Iranian Teachers’ talk: Instagram teaching context / Weisi, Hiwa (Rights reserved)
  • ˜Theœ impact of ChatGPT on learners in English academic writing: opportunities and challenges in education / Yuan, Ye (Rights reserved)
  • Language learning strategies in focus: exploring their utilization by college student-athletes / Huang, Shu-Hsiu (Rights reserved)
  • Which components of word knowledge do EFL learners learn? / Akşit, Zeynep (Rights reserved)

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What is the fourth digit in the number series 987654321?:

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