Abderrahim Mamad

This study aims to investigate the perceptions and self-reported practices of Moroccan EFL public high school teachers towards traditional and alternative assessment. The data were collected from 51 teachers in Northern Morocco using a self-developed online questionnaire. The questionnaire items about teachers’ perceptions and self-reported practices were valid and both their data and sampling were acceptable for factor analysis of three subscales (traditional assessment, alternative assessment related with assessment as learning, and assessment for learning), and all scales proved to be reliable. Based on the three research questions, the study yielded the following results: (1) Teachers perceived the objectives of alternative assessment to be significantly more important than those of traditional assessment. (2) Based on their self-reported practices, teachers mainly used traditional assessment methods more often than alternative assessment methods associated with assessment as an...

There is a great body of literature that indicates that writing is the most difficult language skill in language learning. Students often find it challenging to write a coherent, well thought and well accurate piece of writing because of the various aspects (organization, content, grammar, syntax, word choice) they need to satisfy while writing. For teachers of writing, what matters is not students’ mastery of all these aspects at once, but their ability to write a good piece of writing. This aim is really disregarded once the produced paper receives little or no feedback on students’ writing. Therefore, the proposed paper aims at outlining the different strategies and types of written corrective feedback that English foreign language (EFL) teachers employ to respond to students’ writings, focusing on the definitions, characteristics, advantages and limitations of each strategy and type. Suggestive dimensions of feedback provision and useful tips on implementing good feedback are al...

Teachers approach their teaching differently in terms of the implementation of ideas, beliefs, techniques, methods and approaches to language teaching. For instance, my philosophy of teaching is based on attending to students’ needs as well as my preferences in teaching, establishing a good and supportive classroom atmosphere, and taking advantage of the new innovations in English Foreign Language (EFL) teaching and learning. This philosophy is not entirely a question of choosing the best methods while ignoring the rest simply because that which is appropriate and relevant depends significantly on the context.