Project-based learning is suggested for independent and collaborative learning that could positively impact students’ learning. This study aimed to identify the role of project-based language learning in developing life skills of students through studying a case of a language class that included 80 students in two grade 6 classes in a private school. The study attempted to answer the following question: What is the role of project-based learning in developing students’ life skills in an Arabic language class? To answer this question, we adopted a theoretical framework that included the following categories of life skills: personal and collaborative skills, self-orientation skills, and collective responsibility. The following three data collecting tools were used during the study: observation, semi-structured interviews, and the teacher and students’ documents. Data collection lasted for two months from late September 2019 to December 2019. Data analysis followed the thematic analyses framework, by categorizing data into themes. The research results indicated that project-based learning helps to improve language students’ personal and cooperative skills through developing their communication skills between themselves or with their teacher. In addition, project-based learning developed language students’ mutual respect, their confidence, and their self-regulation of learning the Arabic language.

Emotions in second language acquisition have started to gain attention in the past few years. One of the main theories that has been used to investigate students’ achievement emotions is Pekrun’s control–value theory of achievement emotions. This research aims to use the control–value theory to investigate the relationship between control and value appraisals, their interaction, and the effect they have on anxiety, boredom, and enjoyment in the context of SLA. Data were collected from 515 university students enrolled in an English language course whose first language was Arabic. The results of analyzing the data indicated that students’ perceived intrinsic, attainment, and utility value interacted differently with students’ perceived control to affect anxiety, boredom, and enjoyment. The results highlight the role played by intrinsic value in the relationship between control and anxiety and control and enjoyment.

This paper describes the virtual exchange (VE) between universities in the U.S. and in the West Bank, Occupied Palestinian Territories (oPt). The VE aimed at developing students’ interpersonal and patient health care practitioner communication skills through an intercultural dialogue framework. With this objective in mind, the program was designed to employ elements of both intercultural dialogue and team-based approaches to VE. Over the course of four weeks, students and facilitators met weekly via Zoom. During these live sessions, 26 students within their teams were engaged in a number of activities to share and learn about each other’s identities and cultural perceptions of mental health and practiced intercultural dialogue communication skills. Students also had to work collaboratively to explore different mental health case studies and how they are perceived within their communities through local interviews. The VE took into consideration the sociopolitical context of the students living under occupation, creating space for the participants to learn about one another’s daily lived reality including engaging in ad hoc dialogues on unexpected events happening in one of the countries. Data was collected through students’ reflections. Thematic analysis of the reflections revealed that the students reported interpersonal skills development and a culturally enriching experience for both the U.S. and West Bank, oPt students. Based on the findings a number of practical implications were drawn, including having a flexible program plan, facilitators meeting on a regular basis during the implementation phase and collecting students’ feedback throughout the program.