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Selecting authentic audiovisual materials and designing authentic tasks in the AFL classroom: Criteria and challenges
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 inc...
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| Format: | Thesis |
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AUC Knowledge Fountain
2017
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| _version_ | 1867613408388448256 |
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| access_status_str | Open Access |
| author | Hamed, Mohamed Hassan |
| author_browse | Hamed, Mohamed Hassan |
| author_facet | Hamed, Mohamed Hassan |
| author_sort | Hamed, Mohamed Hassan |
| collection | Thesis |
| dc_rights_str_mv | 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. |
| description | 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. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1219 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:39.635Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1219 Selecting authentic audiovisual materials and designing authentic tasks in the AFL classroom: Criteria and challenges Hamed, Mohamed Hassan 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. 2017-02-01T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/220 https://fount.aucegypt.edu/context/etds/article/1219/viewcontent/Thesis_20Mohamed_20Hassan.pdf 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. Theses and Dissertations AUC Knowledge Fountain Authentic audiovisual materials Authentic tasks |
| spellingShingle | Authentic audiovisual materials Authentic tasks Hamed, Mohamed Hassan Selecting authentic audiovisual materials and designing authentic tasks in the AFL classroom: Criteria and challenges |
| title | Selecting authentic audiovisual materials and designing authentic tasks in the AFL classroom: Criteria and challenges |
| title_full | Selecting authentic audiovisual materials and designing authentic tasks in the AFL classroom: Criteria and challenges |
| title_fullStr | Selecting authentic audiovisual materials and designing authentic tasks in the AFL classroom: Criteria and challenges |
| title_full_unstemmed | Selecting authentic audiovisual materials and designing authentic tasks in the AFL classroom: Criteria and challenges |
| title_short | Selecting authentic audiovisual materials and designing authentic tasks in the AFL classroom: Criteria and challenges |
| title_sort | selecting authentic audiovisual materials and designing authentic tasks in the afl classroom criteria and challenges |
| topic | Authentic audiovisual materials Authentic tasks |
| url | https://fount.aucegypt.edu/etds/220 https://fount.aucegypt.edu/context/etds/article/1219/viewcontent/Thesis_20Mohamed_20Hassan.pdf |
| work_keys_str_mv | AT hamedmohamedhassan selectingauthenticaudiovisualmaterialsanddesigningauthentictasksintheaflclassroomcriteriaandchallenges |