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

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.