Mohamed Benhima

The ultimate goal of this thesis is to describe the patterns of errors made by Moroccan EFL learners in terms of pronunciation. The framework adopted in this study is that of error analysis which describes the phonological interlanguage of EFL learners in order to set a universal grammar of language learners. In this regard, the spoken language of Moroccan EFL learners has been analyzed in terms of the frequency, the types, the factors, the gravity and the appropriate remedy for errors. In order to realize these procedures, mixed-method research has been adopted in order to generate the necessary oral data. The findings drawn from the current study reveal that Moroccan EFL learners display a common pattern of errors that indicate the frequent mispronunciation in vowels, and especially in diphthongs. Moreover, substitution errors are predominant in the spoken language of Moroccan EFL learners in that the schwa is replaced by other vowels due to the inconsistency between spelling and pronunciation. Hence, corrective feedback in the form of prompt and react is highly recommended in teaching and learning English pronunciation.

The current study is intended to investigate how Morocco is represented in post-colonial travel narrative novels, especially after the end of the occupation of Tangier by the Kingdom of England in the second half of the seventeenth century. In this respect, El Maghreb: 1200 Miles Ride through Morocco by Hugh E. M. Stutfield (1886) is a case in point. The novel is analyzed thematically in the light of post-colonialism, hybridity and travel narrative framework. The analysis reveals that Morocco is subjectively represented by the author from an ethnocentric perspective. This is evidenced as the Moors are described as backwards who need to be civilized by the Kingdom of England, which occupied Tangier from 1667 to 1684. Moreover, the agricultural system of Morocco was evaluated as backward just by sight. In addition, the description of the visited cities, especially Fes and Meknes, conveys a sense of strangeness and negative atmosphere. Accordingly, the agricultural, social and cultural sides of Morocco in the last decades of the
nineteenth century are ethnocentrically represented in the novel El Maghreb: 1200 Miles Ride through Morocco.

The current report traces the main phases of the practicum as specified in the ministerial act 928/16 which organizes the training year that concerns the teacher trainee cohort of April-November 2016. In this regard, the meeting of 7th September in the regional center for education and training was described at length. Then, this was followed by the procedures of joining the training school as well as the limitations which were encountered with that. Since there was a changement of the training school from Hassan the First High School to El Khawarizmi Technical School, the latter was the foci of description as it was where the actual training took place. Accordingly, the school was described in terms of the pedagogical and administrative structure. Moreover, the sessions of each day with the common core and the first year baccalaureate were minutely described by putting an emphasis mainly on the planning, the management and the evaluation. The pedagogical issue under study was observed in the diagnostic tests. It relates to the pedagogy of errors in the area of writing. In this regard, students’ errors were identified, classified, explained, evaluated and treated. The practicum and the investigation of the issue met some distracting limitations; the chief of which is the delay of training due to the changement of the school. However, those limitations were surpassed, and the training went in better conditions. This resulted in several recommendations, the chief of which are the adoption of in-service training in view of its numerous advantages for the student teachers, the school and the whole Moroccan educational system.
Keywords: Error analysis, error gravity, writing, inter-language development

The objective of the current study is to investigate the differential effects of two methods of error correction, namely prompt and recast, on the pronunciation of Moroccan EFL learners in higher education. In this regard, an experimental design was adopted wherein a number of thirty English Department students in Sais Faculty were divided into: prompt, recast and no-feedback control groups. A pre-test was administered to the three groups, which showed that EFL learners make similar mistakes in the pronunciation of silent letters, hard c and vowels due to mainly the lack of correspondence between spelling and pronunciation in English. Subsequently, the experimental groups received immediate treatments for their pronunciation mistakes. The post-test, as examined by ANOVA, revealed that the recast group made less pronunciation mistakes than both the prompt and control groups. Thus, it is highly recommended that error correction in the form of recast should be adopted in pronunciation courses so as to improve the accuracy of pronunciation and avoid the fossilization of phonemic mistakes which lead to miscommunication.

The last two decades have witnessed heavy waves of clandestine immigrants from Morocco to Europe. Most of them immigrate illegally to Spain due to two main reasons: its geographical proximity to Morocco and the promise of providing these immigrants with the financial independence their home countries could not provide. These immigrants usually spend three to five years living secretly until they legalize their situation. The issue of their integration in the host country is purely legal in nature. Against this backcloth, this study aims at investigating nationality as viewed by the law of Morocco as an African country and Spain as a European country. It applies a critical content analysis to compare and contrast nationality in the Moroccan and Spanish legal texts, which are mainly in the form of laws, decrees and ministerial decisions. The findings generated from this legal corpus reveal some striking facts which prove that there is more to Moroccans' integration in Europe than just the question of nationality. Hence, it is highly recommended that some articles in the Spanish and Moroccan law, especially those of nationality and family code, should be modified in view of the rapid development in Moroccan migrants' social and civil status.

Translation has long played an important role in transcultural and international communication. To gain a large readership, many novels, poems and theatres have been translated into different languages. Given that translation is a process conducted by people, the doers of translation have received intense criticism, especially by context-based literary approaches which emphasize the role of the writer in giving meaning to the literary work. Hence, many authors in literature have started being the translators of their own works. The current study directs the lenses of research towards three cases of literary writers as translators. More specifically, the study explores three writers from different backgrounds, namely Chinua Achebe from an African background, Salman Rushdie from an Asian background and Vladimir Nabokov from a Russian background. A common link between these writers is that they all translate their works into English given that it is considered the lingua franca of the world or a language for international communication. However, the study has revealed that there is more to translation as a mere method of global communication in comparative literature. The writers, in fact, take on the role of translators for other ideological reasons.

The current report is a summary of a presentation on “Teaching Grammar in the Post-Method Era”. It deals with how grammar is taught in the post-method era. Thus, the history of teaching grammar is traced from the Grammar Translation Method to the Communicative and Post-communicative Approaches. In the post-method era, teaching grammar has acquired different meanings and is governed by three post-method parameters, namely particularity, practicality and possibility. Instead of approaches, methods or techniques, post-method pedagogy has some frameworks and dimensions in which the different ways of teaching language in general and grammar in particular are summarized. Moreover, the recent activities of teaching grammar are described by some post-method applied linguists, such as Larsen-Freeman (2003). However, as in any method, teaching grammar in the post-method pedagogy is not without its shortfalls as postmethodism is no more than a combination of the different principles and practices of teaching grammar as suggested by the previous approaches with the addition of contextual variables.
Keywords: Grammar, post-methodism, post-method condition, post-method parameters, post-method frameworks.

The ultimate goal of this thesis is to describe the patterns of errors made by Moroccan EFL learners in terms of pronunciation. In contrast to the previous accounts in theoretical linguistics which have tried to describe the linguistic competence of the native speaker, the framework adopted in this study is that of error analysis which describes the so-called phonological interlanguage of EFL learners in order to set a universal grammar of language learners, so to speak. In this regard, the spoken language of Moroccan EFL learners has been analyzed in terms of the frequency, the types, the factors, the gravity and the appropriate remedy for errors. In order to realize these procedures, mixed-method research has been adopted in order to generate the necessary oral data. The findings drawn from the current study reveal that Moroccan EFL learners display a common pattern of errors that indicate the frequent mispronunciation in vowels, and especially in diphthongs. Moreover, substitution errors are predominant in the spoken language of Moroccan EFL learners in that the schwa is replaced by other vowels due to the inconsistency between spelling and pronunciation. Other explanations provided for errors are attributed to linguistic factors such as the L1 and L2 transfer and extralinguistic factors such as the first encounter with new words and other affective factors such as anxiety. The gravity of errors depends on whether the affected speech sound is phonemic or phonetic. The appropriate remedial work that is suggested for the treatment of errors include recasts in the form of providing the correct pronunciation. In general, the findings of the current study are helpful for the researcher, the teacher and the learner in that they can understand the internal mechanisms involved in the so-called phonological interlanguage development of Moroccan EFL learners.
Keywords: error analysis, error gravity, fossilization, interlanguage development, error treatment

The current report discusses the link between Pedagogical Knowledge and Content Knowledge in language education drawing mainly on the works of Shulman (1986, 1987), Richards (1992, 1996) and Andrews (2007). It presents a brief background behind the emergence of Pedagogical Content Knowledge in 1986 when Schulman first came up with the term in general pedagogy. It goes a step further to describe the main components of this new dimension after providing some tentative definitions of the term. Moreover, the practical side of Pedagogical Content Knowledge is also described with reference to several classroom procedures in second

With the rapid expansion of trade and commerce in the context of globalization, English has become the International Language or the Lingua Franca of the world, especially after the victory of the United States in the Second World War. Accordingly, Morocco has found itself obligated to integrate the teaching of English as a Foreign Language (EFL) into its secondary and postsecondary curriculum in addition to French. Much more importantly, English has started to be taught in other disciplines such as science, technology, and economics in almost all higher education institutions under the name of on the reformulation of its aims, pedagogical practices and the types of assessment procedures followed in its teaching and learning. To achieve this objective, the current study has opted for a mixed-method design that consists mainly of questionnaires with EBE students and interviews with EBE teachers. The questionnaires are intended to generate quantitative data from a randomly chosen sample of 60 students studying English in the Faculty of Economics, ISTA, and ENCG with a proportion of 20 students from each higher education institute. Furthermore, a number of 6 teachers in the aforementioned institutes have been interviewed mainly about their professional background and the pedagogical practices implemented in teaching English for Business and Economics. In short, the use of triangulation has allowed for an in-depth exploration of the status of English for Business and Economics in higher education in Morocco. The findings of the current study have shown some discrepancies with regards to teaching English for Business and Economics in the tertiary level. EBE teachers have turned out to be general English teachers who teach English at universities or high schools by having the status of either an assistant teacher or a supply teacher (vacataire) without any specialized training. Furthermore, students have reported that the type of English taught in these institutions is akin to that of the Baccalaureate in terms of aims, methods and assessment. Hence, it can be concluded that EBE is not developed yet in terms of the specification of aims, the choice of the appropriate pedagogical practices, and the assessments procedures to test the achievement of those needs. Accordingly, a reconsideration of ESP in Moroccan higher education has become urgent for Morocco to embark on the rapid developments in commerce and trade.

The current article revolves around the issue of Brain Drain in higher education. In fact, Brain Drain has long been linked to the migration of skilled workers from their underdeveloped home countries to the developed or developing host countries. Moreover, Brain Drain has been defined differently depending on the various approaches. Its factors range from push, pull to individual factors. Similarly, the impact of Brain Drain on the individual and society varies from positive to negative consequences. Hence, numerous solutions have been suggested by the home countries to maintain their human capital and invest in it.

The capitalistic division of institutions into public and private categories has long been reflected in education, be it primary, secondary or tertiary. Such a division has created a gap in characteristics of each type of schooling. These characteristics revolve mainly around quality, equity and access. While public education is said to promote equity among individuals and their human rights of studies, private education is often praised for its better quality of teaching and good services of transportation, campus, dormitories and extracurricular activities. In this regard, the current article will attempt to shed light on the major differences between public and private higher education.

Managing misbehaviours has long been a stressing issue for both novice and practicing teachers in their pre and while service training. The seriousness of this issue resides in the extent to which misbehaviour cases interfere in their teaching and student's learning. Accordingly, it has become urgent to address such kinds of behaviour as they impact students' constitutional rights of education by a having a compilation of problem-solving techniques. On the basis of reflective retrospection in a Moroccan public high school over a period of almost eight months, the current article will present various steps and techniques that have been used for managing disruptive behaviour. In fact, the current paper sheds light on the whole process of managing behaviour. This consists of, besides the techniques of the teacher, identifying the misbehaviour cases as well as the techniques students have developed in misbehaving. It has been noticed that students have developed very dangerous ways of misbehaving in front of which the teacher may remain helpless. In this regard, the various misbehaviour cases will be unfolded and discussed in the light of the techniques that can be employed to prevent or remedy them.

This report comes in the context of a series of reports on issues in higher education. It attempts to overview the status of English Language Teaching in higher education in Morocco by drawing mainly from the works of Buckner (2011), Ouakrime (1986) and Weiss (1996). It compares the status of English with that of French in the educational policy and language planning. As a matter of fact, English departments have grown steadily ever since independence in 1956. Their missions and pedagogical practices have enormously changed in keeping with the dynamic needs of society.

This report comes in the context of a series of reports on issues in higher education. It provides a sketchy overview on higher education in Morocco by drawing mainly from the works of Ait Simohamed (2004) and Ouakrime (2003). It, thus, introduces the different types of higher education institutions and the policies adopted since Morocco gained its independence in 1956. This report remains just one step towards understanding Moroccan universities in the long route of higher education.

The current report sheds light on the various reforms that Moroccan universities have undergone since independence in 1956. Drawing on the works of Chiheb (2014), Ouakrime (2003) and Tucker (2012), the report aims to define reform and its manifestations in the institutions, aims and pedagogical practices of the Moroccan universities. In fact, the pedagogical architecture and practices of higher education in Morocco have become subject to many reforms ever since independence in 1956. However, these reforms have been met with a staunch resistance from teachers and students alike in their implementation due to a host of reasons.

This report comes in the context of a series of reports on issues in higher education. It attempts to address some preliminary issues in higher education and universities by drawing on several works, viz. Oakeshott (1989), Ouakrime (1996) and Anderson (2010). The issues raised in this report relate, for the most part, to the distinction between university and higher education, the main components of the university and the functions that universities are to fulfill. Hence, it establishes the background behind the idea of the university by alluding to the Humboldt's and Newman's models as well as the basic components and missions targeted in any university around the world.

The present research is primarily concerned with judging the extent to which some teaching methods are applicable in instructional contexts. In this respect, the teaching methods under scrutiny are theoretically approached from multiple perspectives. Firstly, a conceptual approach is adopted to introduce the technical terms that are commonly used in the field of ELT, namely Antony’s framework (approach, method, and technique), Richards and Rodgers’ framework (approach, design, and procedure). Secondly, a historical look at some teaching methods is taken as a way to understand the theories of language and the theories of language learning that underlie the theoretical backgrounds of their emergence. Finally, the salient features of each teaching method are revealed from a comparative perspective. In the second part which is practical, the applicability of the teaching methods is judged on empirical basis by implementing three research instruments, namely questionnaires, observational instruments and semi-structured interviews. In short, the findings of each research tool are presented and analyzed  from  both  descriptive  as  well  as  analytic  perspectives.

The present study sets out to investigate the sociolinguistic competence of Moroccan EFL learners with special reference to the production and interpretations of speech acts. More
specifically, it aims to examine cases of cross cultural pragmatic transfer and pragmatic failure among Moroccan EFL learners, taking Baccalaureate students in Fez as a case study. The major reason behind choosing Baccalaureate students as a case study is due to the crucial role of this level in one's educational journey. After graduation, not all students major in English studies in higher education. Moreover, some of the Baccalaureate students continue their studies abroad, which makes it more likely for them to encounter communication problems. In this respect, 30 second year Baccalaureate students and 30 native speakers of English take part in this study. For the data gathering, the Moroccan EFL learners have been given 30 Discourse Completion Tests both in English and Moroccan Arabic, whereas the native speakers have been asked to fill in the same English version given to Moroccan EFL learners. The results have showed a varying degree of pragmatic failure among Moroccan EFL learners as compared to the norms of native speakers due to several reasons.
Key words: sociolinguistic competence, interlanguage pragmatics, cross cultural communication, pragmatic transfer, pragmatic failure

The current paper sheds light on the role of recycling in combating vocabulary attrition among EFL/ESL students. in this regard, it deals with the background of recycling in the history of language education and some activities to implement it in order to minimize the issue of attrition.

Abstract
The current study aims to examine cases of cross-cultural communication problems, viz. pragmatic transfer and pragmatic failure, among Moroccan EFL learners taking Baccalaureate students in Fez as a case study. The major reason behind choosing Baccalaureate students as a case study is due to the crucial role of this level in one's educational journey. After graduation, not all students major in English studies in higher education. Moreover, some of the Baccalaureate students continue their studies abroad, which makes it more likely for them to encounter cross-cultural communication problems. In this respect, 30 second year Baccalaureate students and 30 native speakers of English take part in this study. For the data gathering, the Moroccan EFL learners have been given 30 Discourse Completion Tests both in English and Moroccan Arabic, whereas the native speakers have been asked to fill in the same English version given to Moroccan EFL learners. The results have showed a varying degree of pragmatic failure among Moroccan EFL learners as compared to the norms of native speakers due to several reasons.
Key words: sociolinguistic competence, interlanguage pragmatics, cross-cultural communication, pragmatic transfer, pragmatic failure.

Language teaching and learning has always been a controversial area within applied linguistics.
According to Corder (1973), “What to teach or learn can be described in linguistic terms as
grammar […] or in psychological terms as language skills” (p. 137). While grammar refers to
what we know about a language such as phonology, syntax, semantics and pragmatics, language
skills are about what we do with language. This includes listening, speaking, reading, and
writing. Controversies often arise when the boundaries between these two areas become blurred,
as in the case of treating “grammaring” as a language skill. In this respect, the present article will
attempt to explain the background of the issue surrounding “grammaring,” followed by a
tentative definition of the term and a description of the techniques for its implementation

Interest in integrating media in the Moroccan educational curriculum has grown recently. In fact,
with the phenomenal speed of technological advancement that modern societies witnessed during
the mid-twentieth century, Morocco has found itself obligated to not miss the train of change,
especially in the field of education. In this respect, the Moroccan White Book, an official
document that addresses the country’s curriculum, notes: “the Moroccan educational curriculum
can be considered as a mirror which reflects the dynamic changes that take place in society”
(2002, p.2).

Moroccan English language teachers undergo a lengthy process of training before actually becoming teachers. Nearly a majority of these trainings take place in governmental institutions like Ecole Normale Supérieure (ENS) and regional learning centers. While the majority of teachers will receive formal training before work, some Moroccan teachers receive in-service training while they are already teaching in Moroccan schools.

Linguistics as the scientific study of language consists of several branches. These include phonetics, phonology, syntax, semantics and pragmatics. While semantics studies the meaning conveyed by words, pragmatics studies the meaning as conveyed by the speaker and interpreted by the listener. This so-called speaker's meaning has become the subject of many theories in pragmatics, namely speech act theory, Grice's maxims and Penelope's Politeness principle.

This is a compilation of parallel legal texts in Arabic and French. It is the Moroccan Code of Commerce. It can be beneficial to students of law, economics and commerce in French and Arabic.
Il s'agit d'une compilation de textes juridiques parallèles en arabe et en français. C'est le code de commerce marocain. Il peut être utile aux étudiants en droit, économie et commerce en français et en arabe.

This is a compilation of  parallel legal texts of the Moroccan Code of Obligations and Contracts in Arabic and French. This compilation may be useful for students who study law in French. Arabic will help them understand French texts better. Moreover, this anthology is essential to legal translators and researchers in comparative law. The unofficial English version will be available soon.

The aim of the present study is to conduct a confirmatory factor analysis (CFA) of the Rosenberg Self-esteem Scale (RSES) as part of the study of affective variables using a sample of English as a foreign language (EFL) university students in Morocco. Two hundred and six (N = 206) participants of undergraduate, graduate, and post-graduate levels completed the self-esteem (SE) questionnaire. Using classical methods of factor extraction before employing more robust techniques comprising minimum average partial (MAP) and parallel analysis (PA) to perform preliminary factor analysis (FA) using principal axis factoring (PAF), results conclusively and parsimoniously yielded a one-factor solution with acceptable construct reliability (Composite Reliability). CFA results, including goodness-of-fit indexes, confirmed that the one-factor model was better fitting compared to its competing independent two-factor counterpart, but marginally less so compared to the correlated version of the latte...

Motivated students are observed to use a variety of learning strategies or study skills to achieve their goals. Self-determined learning or heutagogy implies that students are motivated to learn and have their learning strategies to learn without being much dependent on their teachers. Self-regulated or determined learning has become prominent in the era of Covid-19. Therefore, it is the aim of this study to investigate the relationship between motivation and learning strategies among English department students. A Motivated Strategies for Learning Questionnaire (MSLQ) was adopted from Pintrich et.al. (1994). Probability random sampling was used to select one hundred students from the English department of Sultane Moulay Slimane University from a sampling frame that contains their email addresses of students. The results showed that there is a correlation between intrinsic and extrinsic motivation and cognitive, meta-cognitive and resource management learning strategies, especially ...

This study aims to investigate the differential effects of two methods of error correction, namely prompt and recast, on the pronunciation of Moroccan EFL learners. Accordingly, an exploratory observation was conducted to design a test instrument followed by an experimental design wherein thirty English Department students in Sais Faculty in Fes (n=30) were divided into prompt, recast and no-feedback control groups. A pre-test was administered to the three groups, revealing that EFL learners make similar mistakes in the pronunciation of some English sounds due to the lack of correspondence between spelling and pronunciation. Subsequently, the experimental groups received immediate treatment for their pronunciation mistakes. The post-test, as examined by the One-Way Analysis of Variance (ANOVA), revealed a significant difference between the prompt as compared to the other groups.

This study aims to investigate some linguistic features of the SABEER report on Moroccan Teachers by the World Bank (2017) as educational development discourse. The approach adopted is that of Critical Discourse Analysis and the Hallidayan Functional framework.  More specifically, the report was analysed in terms of labelling, nominalization, passivation, and modality. The results show that the report uses special vocabulary to portray that teachers' situation is in crisis and needs reform. Hence, it is recommended that reports on development discourse should not be taken for granted. It is used to justify the needs for loans granted by some international organizations.

La traduction joue depuis longtemps un role de premier plan dans la facilitation de la communication. Elle est consideree comme une branche de la linguistique appliquee qui est divisee en traduction generale et specialisee. L’un des sous-domaines de la traduction specialisee est ladite traduction juridique ou judiciaire. Cette derniere est caracterisee par des caracteristiques linguistiques specifiques. Parmi ces caracteristiques figure l’utilisation de termes archaiques dans les textes juridiques. A cet egard, la presente etude vise a enqueter sur le lexique archaique de la traduction juridique avec une reference particuliere a trois textes juridiques marocains, les codes penal, civil et commercial. L’etude adopte une vision pragmatiste et ce, en adoptant une approche de methode mixte et en triangulant trois methodes de collecte de donnees, a savoir l’analyse de corpus de trois textes juridiques, des questionnaires avec des traducteurs juridiques (n=56) et des entretiens avec les a...

The current study aims to investigate students' attitudes towards the use of distance education during COVID-19 in Morocco. The first cases of COVID-19 starting from the first weeks of March 2020 has obliged educational authorities to suspend face-to-face education. Immediately, distance education was declared the alternative means to complete the academic year. Moroccan TV channels started broadcasting lessons for different levels at different times. Moreover, teachers and students started using social media and university platforms to share lessons. However, not all students agree with distance education in the adopted format. Accordingly, the current study investigates the attitudes of Moroccan English Department students at Moulay Ismail University. A mixed-method design was adopted by triangulating data from five-point Likert scale questionnaires and a focus group. The results showed that students generally prefer face-to-face education rather than distance education. Howev...

Received: September 14, 2019 Accepted: October 18, 2019 Published: November 30, 2019 Volume: 2 Issue: 6 DOI: 10.32996/ijllt.2019.2.6.36 The current study is intended to investigate how Morocco is represented in post-colonial travel narrative novels, especially after the end of the occupation of Tangier by the Kingdom of England in the second half of the seventeenth century. In this respect, El Maghreb: 1200 Miles Ride through Morocco by Hugh E. M. Stutfield (1886) is a case in point. The novel is analyzed thematically in the light of post-colonialism, hybridity and travel narrative framework. The analysis reveals that Morocco is subjectively represented by the author from an ethnocentric perspective. This is evidenced as the Moors are described as backwards who need to be civilized by the Kingdom of England, which occupied Tangier from 1667 to 1684. Moreover, the agricultural system of Morocco was evaluated as backward just by sight. In addition, the description of the visited citie...

This study aims to investigate sexual harassment among English Department female students in Morocco, especially during distance education during Covid-19 quarantine. A cross-sectional survey was used to collect data.  A sample of 114 students (n=114) was chosen by non-probability voluntary sampling. They have submitted a questionnaire via Google Forms. The results show that female students get harassed online through social media, especially Facebook. The reasons behind sexual harassment, are mainly attributed to lack of respect, unemployment and poor education among males. For the measures to minimize sexual harassment against female students, the majority of females recommended not being silent about the acts of sexual harassment. Although there are new provisions against sexual harassment in the Moroccan Penal Code, female students cannot sue the harassers because they fear revenge, may waste time with court procedures and think that the police do not take these cases seriously.

The current study aims to investigate the role of using Information Communication Technology in motivating Moroccan English Department Students to learn during COVID-19 quarantine that lasted from the mid of March to the mid of July. Distance education or emergency remote instruction has become the standard way of teaching and learning during COVID-19. Hence, many universities have started uploading their lesson materials to different platforms. However, many students feel unmotivated to learn using ICT. To prove this hypothesis, a questionnaire in Google Forms was submitted to 114 students from some Moroccan English Department students to investigate the motivating and demotivating factors behind using ICT. Both open and closed-ended questions were used. Moreover, a focus group on the topic of motivation during distance education was conducted for more in-depth data. The results revealed that the most highly motivating factor behind using ICT to learn is attributed to extrinsic fac...