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" Portrait of a Tunisian Arabic Learner: "
Ben Romdhane, Asma
Schrier, Leslie
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1106189
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| Doc. No
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TLpq2379014099
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| Main Entry
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Ben Romdhane, Asma
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Schrier, Leslie
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| Title & Author
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Portrait of a Tunisian Arabic Learner:\ Ben Romdhane, AsmaSchrier, Leslie
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| College
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The University of Iowa
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| Date
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2019
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| student score
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2019
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| Degree
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Ph.D.
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| Page No
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253
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| Abstract
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This dissertation study expands the scope of study abroad research through the adoption of a second language socialization framework that highlights the role of an exceptional American graduate student’s metacognitive skills in developing her target language competence in a study abroad program in Tunisia. The data that informed this investigation comprise e-journal entries, field notes, interviews, and artifacts (i.e., Facebook Messenger screenshots, and reflexivity notes).The findings of this study support the idea that “metacognition, or awareness of the process of learning, is a critical ingredient to successful learning” (Siddiqui et al., 2018, p. 487). In fact, advanced metacognition skills seem to facilitate the social interaction that the study abroad participant engages in. This resulted in affecting positively the learner’s perceptions of her socialization as a speaker of Tunisian Arabic during her study abroad experience. Although the findings of this study are by no means generalizable, given the nature of case-study design and the complexity of spoken Arabic varieties, the outcomes suggest promising possibilities for further research.
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Bilingual education
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Educational psychology
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