Abstract

This study investigated the criteria of selecting authentic audiovisual materials (AAM) and designing authentic tasks (AT) as well as the challenges which teachers of Arabic as a Foreign Language (AFL) encounter when selecting AAM and designing AT in the AFL classroom. Data collection procedures included an online questionnaire, classroom observations, and teachers’ interviews. Data collection followed this order: 112 respondents from various teaching backgrounds were surveyed, five AFL classrooms were observed, and four AFL instructors in a private university in Egypt were interviewed. Data was quantitatively and qualitatively analyzed. The results indicated that AFL teachers frequently use news, songs, and movies. The AFL teachers illustrated that AAM could be used at all levels, and they mainly use them to raise cultural awareness. Furthermore, results demonstrated that AFL teachers commonly follow specific criteria when selecting AAM and designing AT. Moreover, results illustrated that AFL teachers face challenges when selecting AAM and when designing AT. The task of finding AAM is difficult in terms of conducting the search, making a selection, and screening the vocabulary. On the other hand, the main challenges when designing AT include: effort, time, need for training, and preparation of appropriate activities to accurately measure learners’ levels. The results revealed that AFL teachers need training to select the suitable AAM for each level, to prepare an AAM-based curriculum, and to use technological tools. The results also demonstrated that AFL teachers lack a clear understanding of AT, which implies focusing on developing AFL teachers’ skills to effectively prepare AT. Such results, therefore, support the hypothesis that AFL teachers lack a clear understanding of AT. In response, certain pedagogical implications are proposed.

Department

Applied Linguistics Department

Degree Name

MA in Teaching Arabic as a Foreign Language

Date of Award

2-1-2017

Online Submission Date

January 2018

First Advisor

Abu El Seoud, Dalal

Committee Member 1

Taha, Zeinab

Committee Member 2

Hassan, Mona Kamel

Document Type

Thesis

Extent

79 p.

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy.

IRB

Approval has been obtained for this item

Comments

This thesis would not have been possible without the help and support of many individuals. I would especially like to thank the following people: My supervisor, Dr. Dalal Abu El Seoud, for her thoughtful guidance and valuable support. I greatly benefited from her suggestions and advice as well as our lively discussions. Especially appreciated is her patience while reading and re-reading my work and the invaluable feedback she provided. Dr. Abo Elseoud was also a source of inspiration to me in the area of methodology – I shall always remember the extremely useful tips she gave me on developing instructional materials. My first reader, Dr. Zeinab Taha, for her constant encouragement, unfailing support, and valuable suggestions. Dr. Taha also inspired me in the sociolinguistics field by enabling me to think critically and appreciate the power of language. My second reader, Dr. Mona Hassan, for encouraging me and making many valuable suggestions. TAFL Program Director, Dr. Raghda El Essawi, for being so fair and supportive. All the faculty at the Arabic Language Instruction Department and TAFL program at the American University in Cairo for their help and support.

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