Unveiling Moroccan EFL Teachers' Perceptions of the Impact of Explicit Vocabulary Instruction

Abstract

The present paper reports on a quantitative study that explored Moroccan EFL high school teachers’ attitudes and perceptions of explicit vocabulary instruction. A survey with 12 closed-ended items was sent to 62 teachers via Google Forms. The survey aimed at eliciting teachers’ perceptions of daily teaching practices, teaching materials, learner characteristics, etc. The overall findings indicated that teachers have positive perceptions of explicit instruction in improving learners’ vocabulary repertoire. Yet, due to curriculum constraints and lack of rich, interesting materials, teachers could not have their learners exposed to explicit instruction routines.  The current study offers comprehensive results of EFL Moroccan teachers’ attitudes of explicit and direct vocabulary instruction and its impact on language development, which could yield useful information and insights for better and more effective teaching practices in EFL contexts.