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Designing a scenario-based learning framework for a university-level Arabic language course

  • Salwa Mohamed ORCID logo EMAIL logo
Published/Copyright: May 13, 2025

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.


Corresponding author: Salwa Mohamed, Manchester Metropolitan University, Manchester, UK, E-mail:

Acknowledgement

I am grateful to the Faculty of Arts and Humanities and the University Teaching Academy (UTA) at Manchester Metropolitan University for funding this research and providing the essential resources and facilities. Special thanks to Dr. Eileen Pollard, Senior Lecturer in Academic Development at UTA, for her support and invaluable feedback. I would also like to thank my former student, Manal Jahangir, for her dedication and hard work in crafting the initial teaching scenarios.

Appendices

Appendix 1: Needs analysis questionnaire

Needs analysis questionnaire

Dear student,

My name is Salwa Mohamed; I am the unit leader for Arabic Uniwide. I am conducting this needs analysis questionnaire with the purpose of improving future planning and syllabus design.

The following needs analysis questionnaire takes less than 10 min to complete. There is no compensation for responding nor is there any known risk. Your answers might be used anonymously for research purposes; completion and return of the questionnaire will indicate your acceptance of this. In order to ensure that all information will remain confidential, please DO NOT include your name.

Sincerely, Salwa Mohamed.

Tel. >>>>>> | email: >>>>>>>>>>>>>>
_________________________________________________________
Degree title ______________________________________ Year of study________
Language level (e.g. Beginner, Threshold, etc.) __________________ Gender_________

Please answer all questions as honestly and in as much detail as possible.

  1. Do you use Arabic outside the classroom for real communication? Circle as appropriate

Yes No

If you answered Yes above, please continue with the following questions.

If you answered No above, please skip to question 7 and continue from there.

  1. Do you mainly use Modern Standard Arabic or a dialect (specify which dialect)?

_________________________________________________________________________________

  1. In what form do you tend to use Arabic (e.g. speaking, writing, reading, listening)?

_________________________________________________________________________________

  1. Where do you use/communicate in Arabic?

_________________________________________________________________________________

  1. Who do you use/communicate in Arabic with?

_________________________________________________________________________________

  1. What purposes do you use Arabic to achieve in real life?

_________________________________________________________________________________

  1. What are your main 3 reasons for learning Arabic? Add more if you want.

_________________________________________________________________________________

  1. What do you find most difficult when learning Arabic? (e.g. speaking, writing, vocabulary, etc.)

_________________________________________________________________________________

  1. What aspects of the Arabic language are you most keen to master?

_________________________________________________________________________________

  1. What kind of activities motivate you to learn Arabic?

________________________________________________________________________________

  1. What is your concept of the ideal method/way to learn/teach Arabic?

________________________________________________________________________________

  1. List 5 real-life situations/tasks/activities you would like to be able to perform using Arabic.

(Examples of real-life situations could be organizing a fundraising campaign, shopping, hosting/organizing a social event, renting/buying a house, attending a job interview, etc.).

_________________________________________________________________________________

  1. What are your main interests/hobbies in general (not language-related)?

_________________________________________________________________________________

  1. What are your ambitions for the near and/or far future (not necessarily language-related)?

___________________________________________________________________

Appendix 2: Hunter et al.’s (2019: 60, 61) CASLT scenario template

Appendix 2:

Appendix 3: Typical assortment of sub-tasks within a scenario schemata

SUB-TASKS

Description of Sub-tasks to Build Identified

Competences:
Language Activities

Used:
Competences

Stressed:
Situation analysis
Activation of competences
Meaning co-construction
Teacher intervention/Acting as a catalyst
Action:
Action:
Teacher intervention/Responsive support
Action:
Action:
Teacher intervention/Responsive support
Action/Final product:

  1. What did you enjoy least?________________________________________________________________________________

  2. What went specifically well?________________________________________________________________________________

  3. What could have been done better/added/reduced/eliminated?________________________________________________________________________________

  4. How do you evaluate your learning/improvement in each of the following elements on a scale of 1–10?

  5. Vocabulary

  6. Accuracy (ability to structure/produce correct sentences)

  7. Fluency (ability to communicate your message orally or in writing easily and confidently)

  8. Reading

  9. Writing

  10. Listening

  11. Speaking

  12. motivation

  13. Generic skills, e.g. Collaborative team-work, negotiation, problem-solving,

  14. Strategies, e.g. exploiting available competences (e.g. knowledge of other languages/cultures, digital resources, personal skills, etc.)

multiliteracy (handling texts containing not only language, but other media such as images, videos, etc.)

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Received: 2024-11-26
Accepted: 2025-03-17
Published Online: 2025-05-13
Published in Print: 2025-05-26

© 2025 Walter de Gruyter GmbH, Berlin/Boston

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