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Reimagining Arabic as a Foreign Language Learning through Place: Teachers' and Students' Perspectives on PBL

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Title: Reimagining Arabic as a Foreign Language Learning through Place: Teachers' and Students' Perspectives on PBL
Language: English
Authors: Heba Salem
Source: Online Submission. 2026.
Peer Reviewed: N
Page Count: 41
Publication Date: 2026
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Arabic, Second Language Learning, Teacher Attitudes, Student Attitudes, Place Based Education, Relevance (Education), Barriers, Affordances, Language Teachers, Undergraduate Students
Abstract: This one-cycle design-based research study aims to explore the perceptions of both teachers and students toward place-based learning. To achieve this, interviews were conducted with teachers, and questionnaires were administered to students who were directly engaged in place-based learning. The findings indicated positive outcomes, demonstrating that place-based learning offers multiple benefits, particularly in engaging learners in authentic experiences that enable them to apply what they learn in class within meaningful, community-based contexts. This study contributes to the body of knowledge on place-based learning by providing design principles that can support teachers in the design, development, and implementation of place-based learning activities. Implications for future research were also identified, including the need for teacher preparation in applying place-based learning, with a focus on understanding its benefits, objectives, challenges, and the types of support required for effectively designing, developing, and implementing engaging learning experiences.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679645
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679645
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PubType: Report
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  Label: Title
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  Data: Reimagining Arabic as a Foreign Language Learning through Place: Teachers' and Students' Perspectives on PBL
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  Data: <searchLink fieldCode="AR" term="%22Heba+Salem%22">Heba Salem</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026.
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 41
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
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  Data: Reports - Research
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Arabic%22">Arabic</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><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="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This one-cycle design-based research study aims to explore the perceptions of both teachers and students toward place-based learning. To achieve this, interviews were conducted with teachers, and questionnaires were administered to students who were directly engaged in place-based learning. The findings indicated positive outcomes, demonstrating that place-based learning offers multiple benefits, particularly in engaging learners in authentic experiences that enable them to apply what they learn in class within meaningful, community-based contexts. This study contributes to the body of knowledge on place-based learning by providing design principles that can support teachers in the design, development, and implementation of place-based learning activities. Implications for future research were also identified, including the need for teacher preparation in applying place-based learning, with a focus on understanding its benefits, objectives, challenges, and the types of support required for effectively designing, developing, and implementing engaging learning experiences.
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  Data: 2026
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  Data: ED679645
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679645
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Arabic
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Place Based Education
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Affordances
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
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      – TitleFull: Reimagining Arabic as a Foreign Language Learning through Place: Teachers' and Students' Perspectives on PBL
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            NameFull: Heba Salem
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            – D: 01
              M: 01
              Type: published
              Y: 2026
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            – TitleFull: Online Submission
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