Intermediate Arabic I (ARBC 130) created short stories for their peers to be used as reading materials in coming years. This project was an attempt to remedy one aspect of the current text book where students struggle to comprehend 50% of the reading material found in this book. Hence their project centered around creating reading material that fits the criteria of comprehensible input theory by Krashen. To this end they received basic instruction of what this theory was, the basic effect and benefits of using visuals and audio recording in story telling for second language learners, as well as the importance of the proper inclusion of culture and cultural themes and aspects in these stories. They were paired with native speakers with whom they worked to receive cultural as well as language feedback and guidance. They studied and analyzed various already existing reading materials that ranged form those created for language learners, to those created for native children and others that were authentic resources created for young adults. The differences and similarities between these different materials were discussed as well different strategies that each used and the purpose behind them. For each story, students were asked to write first drafts that they would have opportunity to check with their telecollaborative language partner, the class teaching assistant and /or the instructor. Technology was not only included via the telecollaborative cooperation partnership. Students also had to use VoiceThread as the medium through which they were to create their story and they were instructed to do so in a Pecha Kucha storytelling format.

Below are one-page examples: