British journal of applied linguistics, Mar 13, 2024
This study aims to investigate whether there is any significant effect of using Moroccan Arabic (... more This study aims to investigate whether there is any significant effect of using Moroccan Arabic (Darija) in the English as a Foreign Language classroom on Moroccan students' language learning. It highlights where Darija is preferred to be used either by students or teachers. Moreover, it seeks to scrutinize whether the mother tongue positively or negatively affects the learners. Multiple case studies research was conducted in five high schools belonging to Beni Mellal-Khenifra region. 132 students and 7 teachers were the population targeted for data collection. The study adopts a mixed method design where quantitative data is generated through a questionnaire and qualitative data is generated through interviews. The gathered data were analyzed using SPSS and content analysis. The findings show that the vast majority of the targeted populations have positive attitudes towards using Moroccan Arabic (Darija) in English classes. The study gives insights into how to adequately implement Moroccan Arabic in EFL classes. Additionally; the study also sheds light on some obstacles and limitations and provides some future research perspectives.
International Journal of English Language Studies , 2024
Assessment is the backbone of the learning-teaching process. Several studies have proven that ass... more Assessment is the backbone of the learning-teaching process. Several studies have proven that assessment goes hand in hand with learning. Classroom assessment can be either traditionally of learning or formatively an ongoing process for learning. The current study explores the writing skills alternative assessment strategies used by Moroccan English for Specific Purposes (ESP) teachers in their classrooms. To reach this, the study seeks to explore Moroccan ESP practitioners' perceptions and prevailing practices of writing skills alternative assessment strategies. Similarly, the study tries to identify possible challenges that impede the proper implementation of alternative assessment pedagogy in the Moroccan ESP context. Following a qualitative research design, the current paper deploys semi-structured interviews to collect data from 10 ESP instructors working in different higher institutes and universities in Morocco. The findings reveal that the participants possess favorable opinions regarding alternative assessment methods of writing skills. Nevertheless, these optimistic viewpoints are not clearly reflected in their assessment practices. The research paper can benefit both practitioners and policymakers in the field of education.
British Journal of Teacher Education and Pedagogy · , 2023
This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedbac... more This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedback as a form of formative assessment. It also aims at identifying the main challenges that render such practice difficult. Feedback is crucially important in the learning-teaching process. It is considered a key strategy of formative assessment. Despite the existence of several studies that recommend the use of formative assessment, it has not been properly addressed by research in the Moroccan educational system. Thus, exploring the Moroccan EFL teachers' feedback practice can provide a clear picture of the opportunities and challenges of its implementation in the Moroccan context. The study follows a quantitative research design in which data were collected from 100 EFL secondary school teachers through questionnaires. Results revealed that the majority of teachers implement feedback as a formative tool to assess their students. However, they reported that workload, lack of time, and school regulations are the main obstacles which render formative feedback practices challenging. The findings will benefit policy makers, practitioners, researchers, and teacher trainers as well.
International Journal of Language and Literary Studies
This article aims to examine social power and cultural identity in four units of Gateway to Engli... more This article aims to examine social power and cultural identity in four units of Gateway to English 2 textbook in Morocco, it is a textbook for teaching English as a foreign language for second baccalaureate. Besides, the variety of languages along with regional Moroccan dialects entail different cultural perspectives and political guidelines to project students’ orientations and national red lines to respect, since school is regarded as an area for national identities by using pedagogical implementations. In addition, the curriculum mustn’t be a vehicle to convey social inequality or bias, but rather a suitable vehicle to promote social democracy and justice for all cultural identities, and in doing so, critical pedagogy can be an effective strategy for all students to see themselves in the curriculum and reshape future guidelines for themselves and their society. The data of this study was analysed through three stages of Fairclough’s (Fairclough, 2017) approach to critical disco...
Journal of English Language Teaching and Applied Linguistics
The purpose of this study is to examine whether or not the integration of portfolio as part of th... more The purpose of this study is to examine whether or not the integration of portfolio as part of the assessment practices in English for Specific Purposes (ESP) context can significantly impact the improvement of the Moroccan police cadets’ EFL writing skills. The study participants were 50 Moroccan Police Cadets who have been studying English for Policing at the Moroccan Defense Language Institute for one year. They were randomly selected and divided into experimental and control groups. Each group consists of 25 students. A pre-test was administered to both groups to check their writing proficiency level. The experimental group students were treated, throughout the semester, using portfolio-based assessment techniques like (self-and peer-assessment, teacher’s feedback, student-teacher conferences…etc.) to evaluate their writing skill, whereas the control group ones were tested using the traditional summative writing achievement tests. Eventually, a paired sample t-test was conducted...
This study aims to investigate whether there is any significant effect of using Moroccan Arabic (... more This study aims to investigate whether there is any significant effect of using Moroccan Arabic (Darija) in the English as a Foreign Language classroom on Moroccan students' language learning. It highlights where Darija is preferred to be used either by students or teachers. Moreover, it seeks to scrutinize whether the mother tongue positively or negatively affects the learners. Multiple case studies research was conducted in five high schools belonging to Beni Mellal-Khenifra region. 132 students and 7 teachers were the population targeted for data collection. The study adopts a mixed method design where quantitative data is generated through a questionnaire and qualitative data is generated through interviews. The gathered data were analyzed using SPSS and content analysis. The findings show that the vast majority of the targeted populations have positive attitudes towards using Moroccan Arabic (Darija) in English classes. The study gives insights into how to adequately implement Moroccan Arabic in EFL classes. Additionally; the study also sheds light on some obstacles and limitations and provides some future research perspectives.
British journal of applied linguistics, Mar 13, 2024
This study aims to investigate whether there is any significant effect of using Moroccan Arabic (... more This study aims to investigate whether there is any significant effect of using Moroccan Arabic (Darija) in the English as a Foreign Language classroom on Moroccan students' language learning. It highlights where Darija is preferred to be used either by students or teachers. Moreover, it seeks to scrutinize whether the mother tongue positively or negatively affects the learners. Multiple case studies research was conducted in five high schools belonging to Beni Mellal-Khenifra region. 132 students and 7 teachers were the population targeted for data collection. The study adopts a mixed method design where quantitative data is generated through a questionnaire and qualitative data is generated through interviews. The gathered data were analyzed using SPSS and content analysis. The findings show that the vast majority of the targeted populations have positive attitudes towards using Moroccan Arabic (Darija) in English classes. The study gives insights into how to adequately implement Moroccan Arabic in EFL classes. Additionally; the study also sheds light on some obstacles and limitations and provides some future research perspectives.
International Journal of English Language Studies , 2024
Assessment is the backbone of the learning-teaching process. Several studies have proven that ass... more Assessment is the backbone of the learning-teaching process. Several studies have proven that assessment goes hand in hand with learning. Classroom assessment can be either traditionally of learning or formatively an ongoing process for learning. The current study explores the writing skills alternative assessment strategies used by Moroccan English for Specific Purposes (ESP) teachers in their classrooms. To reach this, the study seeks to explore Moroccan ESP practitioners' perceptions and prevailing practices of writing skills alternative assessment strategies. Similarly, the study tries to identify possible challenges that impede the proper implementation of alternative assessment pedagogy in the Moroccan ESP context. Following a qualitative research design, the current paper deploys semi-structured interviews to collect data from 10 ESP instructors working in different higher institutes and universities in Morocco. The findings reveal that the participants possess favorable opinions regarding alternative assessment methods of writing skills. Nevertheless, these optimistic viewpoints are not clearly reflected in their assessment practices. The research paper can benefit both practitioners and policymakers in the field of education.
British Journal of Teacher Education and Pedagogy · , 2023
This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedbac... more This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedback as a form of formative assessment. It also aims at identifying the main challenges that render such practice difficult. Feedback is crucially important in the learning-teaching process. It is considered a key strategy of formative assessment. Despite the existence of several studies that recommend the use of formative assessment, it has not been properly addressed by research in the Moroccan educational system. Thus, exploring the Moroccan EFL teachers' feedback practice can provide a clear picture of the opportunities and challenges of its implementation in the Moroccan context. The study follows a quantitative research design in which data were collected from 100 EFL secondary school teachers through questionnaires. Results revealed that the majority of teachers implement feedback as a formative tool to assess their students. However, they reported that workload, lack of time, and school regulations are the main obstacles which render formative feedback practices challenging. The findings will benefit policy makers, practitioners, researchers, and teacher trainers as well.
International Journal of Language and Literary Studies
This article aims to examine social power and cultural identity in four units of Gateway to Engli... more This article aims to examine social power and cultural identity in four units of Gateway to English 2 textbook in Morocco, it is a textbook for teaching English as a foreign language for second baccalaureate. Besides, the variety of languages along with regional Moroccan dialects entail different cultural perspectives and political guidelines to project students’ orientations and national red lines to respect, since school is regarded as an area for national identities by using pedagogical implementations. In addition, the curriculum mustn’t be a vehicle to convey social inequality or bias, but rather a suitable vehicle to promote social democracy and justice for all cultural identities, and in doing so, critical pedagogy can be an effective strategy for all students to see themselves in the curriculum and reshape future guidelines for themselves and their society. The data of this study was analysed through three stages of Fairclough’s (Fairclough, 2017) approach to critical disco...
Journal of English Language Teaching and Applied Linguistics
The purpose of this study is to examine whether or not the integration of portfolio as part of th... more The purpose of this study is to examine whether or not the integration of portfolio as part of the assessment practices in English for Specific Purposes (ESP) context can significantly impact the improvement of the Moroccan police cadets’ EFL writing skills. The study participants were 50 Moroccan Police Cadets who have been studying English for Policing at the Moroccan Defense Language Institute for one year. They were randomly selected and divided into experimental and control groups. Each group consists of 25 students. A pre-test was administered to both groups to check their writing proficiency level. The experimental group students were treated, throughout the semester, using portfolio-based assessment techniques like (self-and peer-assessment, teacher’s feedback, student-teacher conferences…etc.) to evaluate their writing skill, whereas the control group ones were tested using the traditional summative writing achievement tests. Eventually, a paired sample t-test was conducted...
This study aims to investigate whether there is any significant effect of using Moroccan Arabic (... more This study aims to investigate whether there is any significant effect of using Moroccan Arabic (Darija) in the English as a Foreign Language classroom on Moroccan students' language learning. It highlights where Darija is preferred to be used either by students or teachers. Moreover, it seeks to scrutinize whether the mother tongue positively or negatively affects the learners. Multiple case studies research was conducted in five high schools belonging to Beni Mellal-Khenifra region. 132 students and 7 teachers were the population targeted for data collection. The study adopts a mixed method design where quantitative data is generated through a questionnaire and qualitative data is generated through interviews. The gathered data were analyzed using SPSS and content analysis. The findings show that the vast majority of the targeted populations have positive attitudes towards using Moroccan Arabic (Darija) in English classes. The study gives insights into how to adequately implement Moroccan Arabic in EFL classes. Additionally; the study also sheds light on some obstacles and limitations and provides some future research perspectives.
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