Journal of English Language Teaching and Applied Linguistics
Journal of English Language Teaching and Applied Linguistics (ISSN: 2707-756X) is a double-blind peer-reviewed, open-access monthly journal published by Al-Kindi Center for Research and Development, UK. The journal is led by expert international editorial board members who take an objective approach to peer review, ensuring each research paper is reviewed and evaluated on its own scholarly merits and research integrity. Publishing your work in the Journal of English Language Teaching and Applied Linguistics (JELTAL) means you will receive prompt and reliable publishing and a global platform for your research to reach its full potential. The journal is published in both online and print versions.
Al-Kindi Center for Research and Development
The Impact of Kahoot on Enhancing Grammar Accuracy, Quantitative Approach Study
This paper investigates Kahoot to improve the grammatical accuracy of students studying at the Technical and Vocational Training Corporation (TVTC). It also focuses on four grammatical categories: articles, pronouns, tenses, and prepositions. A quantitative method is applied and based on two instruments: a 20-item grammar test and a questionnaire for students' perceptions about Kahoot. The research intention is to examine the relationship between students' perceptions of Kahoot and their performance in the grammar test to determine whether perceptions toward the use of Kahoot correspond to improved grammatical accuracy. The findings are bound to provide useful insights into how gamified learning tools like Kahoot support the teaching of grammar and help inform good pedagogical practices related to grammar instruction in technical colleges.
Grammar accuracy, gamification, Kahoot, Digital learning tool, language engagement.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
Linguistic Approach in Teaching English as a Second Language: Annotated Bibliography
The linguistic approach to teaching English as a Second Language (ESL) focuses on understanding and applying insights from linguistics, the scientific study of language, to enhance the teaching and learning of English. The linguistic approach involves teaching English by understanding how the language functions—its phonology (sounds), morphology (word formation), syntax (sentence structure), semantics (meaning), and pragmatics (language use in context). Sometimes the definition of learning ESL can be misunderstood, as many people think it is just a matter of grammar. This paper will show how teaching can be effective for ESL learners and how linguistically it works with students by understanding students' learning capabilities through an analysis of scholarly research.
Linguistics approach, Phonology, Morphology, Syntax, Semantics
Grammatical Error Analysis in Academic Essays: A Comprehensive Study of University Students in Kosovo
This study examines the grammatical difficulties encountered by students in Kosovo's universities that provide English language programs or incorporate academic writing into their curricula, emphasizing the vital significance of academic essay writing in higher education. An analysis of 50 student essays revealed a total of 894 grammatical errors, with punctuation (52.7%) and sentence structure issues, such as run-on sentences (17.9%), preposition misuse (13.2%), as well as article errors (12.5%), being the most prevalent. The findings indicate that students struggle significantly with fundamental grammatical rules, suggesting deficiencies in their foundational grammar knowledge, likely due to inadequate prior instruction. The consistency of error patterns across submissions highlights a widespread lack of awareness regarding essential grammatical conventions. The study advocates for targeted instructional strategies, including grammar-focused workshops and personalized feedback, to address these common errors. By adopting these approaches, educators can strengthen students’ writing skills, enhancing their academic success and preparing them for professional opportunities.
ESL writing; Grammatical challenges; Academic essay writing; Higher education; Error analysis
Dialogic Teaching and the Cultivation of Critical Awareness: An Exploration of the Socratic Approach in the EFL Classroom
Socratic pedagogy is an approach to teaching that encourages questioning mainstream practices without being judgmental, aiming to foster understanding, empathy, and more objective reflections on reality. This study investigates the impact of implementing Socratic pedagogy on student teachers’ critical awareness skills during their participation in a Spoken English course at ESEF Berrechid, Morocco. Grounded in the principles of dialogic and reflective teaching, the research seeks to explore how sustained engagement with Socratic questioning can support the development of higher-order thinking, ethical reasoning, and culturally sensitive perspectives among future educators. Adopting a qualitative research design, the study involved first-year student teachers over the course of one academic year, providing them with continuous opportunities to engage in reflective dialogue, critical inquiry, and collaborative discussions. Data were collected through multiple sources, including individual interviews, focus group discussions, and detailed classroom observations, which documented students’ verbal contributions, interactions, and responses to instructional prompts throughout the intervention. The findings reveal a significant enhancement in students’ critical awareness of political, economic, and cultural dimensions that influence language teaching contexts. Participants demonstrated a nuanced understanding of how policy decisions, institutional priorities, and socio-economic factors shape educational practices, and they developed the capacity to critically examine taken-for-granted assumptions within their learning environment. Additionally, students expressed a greater appreciation for cultural diversity and inclusion, recognizing the value of multiple perspectives in fostering a more equitable and effective classroom. Beyond knowledge acquisition, the intervention appeared to positively impact students’ attitudes, encouraging them to express ideas confidently, engage in reflective discussions, and adopt a more questioning and inquisitive stance toward both theory and practice. Overall, the yearlong Socratic pedagogy intervention proved effective in cultivating critical reflection, awareness, and empathy among student teachers, suggesting its potential as a transformative approach in teacher education. The study highlights the importance of incorporating dialogic and inquiry-based teaching strategies into teacher preparation programs, not only to enhance linguistic and pedagogical competencies but also to foster socially aware, reflective, and ethically responsible future educators. These findings contribute to the growing body of research advocating for pedagogical approaches that bridge critical thinking, reflective practice, and cultural awareness in educational settings.
Socratic pedagogy, critical awareness, dialogic teaching, teacher education, reflective practice, Spoken English, student teachers, Morocco, cultural diversity, qualitative research, inquiry-based learning, classroom observation
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
Balancing Formative and Summative Assessment in English Language Teaching: Impacts on Learner Outcomes and Motivation
This study investigates the impact of formative and summative assessment on learner outcomes, motivation, and engagement in English language teaching. Conducted at ESEF Berrechid in Morocco, the research focuses on secondary education students who are learning English as a foreign language. The study adopts a mixed-methods approach to provide a thorough understanding of assessment practices and their influence on student learning. Data were collected through classroom observations, structured questionnaires administered to students, and semi-structured interviews with teachers. Classroom observations focused on the implementation of formative assessment techniques, including regular feedback, peer assessment, self-assessment, and classroom participation activities, while interviews explored teachers’ perspectives on the benefits and challenges of balancing formative and summative assessment. Questionnaires examined students’ perceptions of how different assessment types affected their motivation, confidence, and overall learning experience. Findings indicate that formative assessment, when consistently applied and integrated into classroom instruction, encourages active student participation, enhances self-regulated learning, and fosters a positive attitude toward English language acquisition. Summative assessment provides critical benchmarks for achievement and helps teachers identify areas of improvement, but excessive emphasis on summative evaluation may create anxiety and reduce intrinsic motivation among learners. The study demonstrates that a thoughtful balance between formative and summative assessment can lead to improved learner outcomes, higher engagement, and greater motivation. Pedagogical implications suggest that teachers should design assessment strategies that combine continuous feedback with formal evaluations, employ student-centered techniques to enhance autonomy, and create an environment that values both progress and achievement. The research contributes to the understanding of effective assessment practices in Moroccan EFL contexts and provides evidence-based recommendations for educators and policymakers seeking to enhance teaching quality, learner motivation, and academic performance. It also highlights the importance of professional development for teachers to effectively implement a balanced assessment system that responds to students’ diverse learning needs.
Formative assessment, Summative assessment, English language teaching, EFL learners, Learner outcomes, Student motivation, Classroom assessment, Moroccan context, Secondary education, Teaching strategies
Foreign Language Anxiety and Oral Proficiency among Moroccan EFL Learners: A Case Study at ESEF Berrechid, Morocco
This study seeks to investigate the relationship between foreign language anxiety and oral proficiency among Moroccan student teachers enrolled in the English Studies program at the École Supérieure de l’Éducation et de la Formation (ESEF) in Berrechid. Given the increasing importance of English in academic, scientific, and professional spheres, it is essential to identify and address the psychological and pedagogical factors that hinder effective language acquisition, particularly in oral communication. Adopting a mixed-methods design, the study combines quantitative data collected through questionnaires with qualitative insights drawn from classroom observations and semi-structured interviews with both trainee teachers and their instructors. It examines how varying levels of anxiety influence oral participation, confidence, and communicative competence during classroom interactions. Preliminary findings are expected to reveal that higher levels of anxiety are negatively correlated with oral performance, suggesting that anxiety significantly constrains students’ ability to express themselves fluently and confidently. The study ultimately aims to shed light on the need for evidence-based pedagogical interventions to foster a more supportive, low-anxiety learning environment and to enhance the oral proficiency of Moroccan EFL teacher trainees.
Foreign Language Anxiety; Oral Proficiency; EFL Learners; Teacher Education; Moroccan Context; ESEF Berrechid; Mixed-Methods Research; Communicative Competence; Classroom Participation; Pedagogical Strategies
Rethinking Academic Feedback and its Impact on Writing
Feedback plays a vital role in the development of students’ academic writing, particularly in higher education settings where writing assignments form a key component of learning and assessment. Understanding how students perceive and respond to feedback can provide valuable insights into improving teaching practices and learner outcomes. This study investigates how master students in the English Department at Ibn Tofail University perceive academic feedback and how it influences their writing development, motivation, and confidence. A structured questionnaire was used to collect data on students’ experiences with written, oral, and peer feedback and their emotional reactions to it. The results show that students generally view feedback as essential for improving their writing, especially when it is detailed, constructive, and clearly guides revision. However, vague or overly critical comments were found to lower confidence and make it harder for students to apply feedback effectively. The study recommends that adopting more dialogic and student-centered feedback practices can boost learner engagement and contribute to better writing performance within Moroccan higher education.
Feedback, Writing Performance, EFL Learners, Feedback Literacy, Higher Education
Copyright (c) 2025 Loubna ABBOU, Sana SAKALE
Classroom Interaction: An Analysis of Teacher and Student Talk in Moroccan EFL Classrooms
Classroom interaction has always been considered at the heart of the teaching-learning process as it permits students to increase their level of understanding of the learning materials and further develop their speaking skills. However, the previous studies denoted that teachers dominate when speaking in the classroom rather than students do. Therefore, this study aims to analyze the teacher talk, student talk of EFL classrooms along with the category which is frequently used in the classroom based on the FLINT analysis system. The design of this research is descriptive qualitative. The sample of the study was EFL teachers and their students of 7 Baccalaureate high school classes in Agadir. The data were collected through naturalistic observation and recording. The data were analyzed using Foreign Language Interaction (FLINT) system as developed by Moskowitz (1971). The findings revealed all of the teacher and student talk categories as mentioned in FLINT. However, giving direction and lecturing were found as the most frequently used categories among all. Moreover, the teachers mostly adopted a role as controllers in the classroom as they frequently led the flow of interaction. The findings have a number of implications for EFL in Moroccan secondary high schools.
Classroom Interaction, FLINT analysis, EFL classroom, Teachers’ talk, Students’ talk.
Exploring Intercultural Literacy among University Students Majoring in Languages: A Case Study of French and English Majors
This paper is an attempt to uncover the current position of intercultural literacy and highlight its significance among students majoring in languages within Moroccan universities. The study specifically investigates intercultural literacy among undergraduate students majoring in French and English studies at Mohammed First University, Morocco. To collect data, This study used a quantitative survey. In total, 102 undergraduates participated, with 52 from English studies and 50 from French studies. The findings reveal higher levels of intercultural literacy among students majoring in French studies compared to their counterparts from the English department. Weaknesses and areas of improvement as well as recommendations suggested by students themselves are highlighted and discussed in this paper.
Intercultural literacy, foreign languages, higher education, university students, intercultural education
Copyright (c) 2025 Asmae Zerrik, Mohammed Guamguami
The Emotional Side of Teaching: Why Attitude and Empathy Matter More Than Method
This article explores the affective aspects of teaching and how a teacher’s attitude and empathy is capable of impacting learning for the better to a greater extent, it argues, than a particular method of instruction. The purpose of this book is to shine a light on the often-ignored human side of education and to demonstrate that emotional intelligence in the classroom is a crucial ingredient for creating successful, caring learning communities. The results demonstrate that empathy and a teacher positive attitude exert a tremendous impact on students’ engagement, self-efficacy beliefs, and motivation to learn. Instruction is less effective when teachers are patient, understanding and respectful. Students feel safer, more valued and comfortable communicating. There are equally inflexible or aloof methods that typically generate anxiety, silence, or withdrawal in the face of what might have been better teaching. The research also revealed that emotionally intelligent teachers are more flexible and able to bounce back in the face of classroom challenges with serenity and imagination. The article argues that, while methods and tools are necessary, they can be significantly enhanced only when there is sensitivity to emotion. It follows that teacher education should incorporate the need to establish empathy, self-reflection and interpersonal abilities as necessary aspects of their professional development. At its core, teaching is a human meeting — and the feelings behind it are what make learning real.
Teaching attitude – empathy – emotional intelligence – EFL teaching – teacher-student relationship – motivation – affective domain – education
Copyright (c) 2025 Yassmine EL KHOLTI, Azize EL GHOUATI
From Chalk and Talk to Interactive Learning: A Study on the Evolution of EFL Teaching Methods
This research study analyzes the history of English as a Foreign Language (EFL) teaching strategies, comparing the classical methods with contemporary, interactive strategies. The EFL classroom has long been dominated by traditional methods, which are often teacher-centered and board-based. Furthermore, new studies claim that contemporary approaches such as communicative language teaching (CLT), utilization of digital tools, and artificial intelligence technologies lead to more effective and immersive learning experiences (Brown, 2017; Harmer, 2015). This study analyzes contemporary methods through a review of the current literature and claims that modern approaches are supposed to further enhance learner participation, motivation levels, and language skillset when compared to customary methods. The results suggest that real-time feedback and active participation from games, songs or multimedia tools improve learning (Larsen-Freeman, 2018; Richards & Rodgers, 2014). This study has found that a transition from custom to interactive techniques has a great impact on EFL instruction and offers to discussion the next research concerning the inclusion of AI in language courses to enhance personalized learning.
EFL teaching, communicative language teaching, interactive learning, AI in education, and traditional teaching methods
EFL University Instructors’ Conceptions of Speaking and Writing Competence: Insights from Egyptian Higher Education
The present study investigates Egyptian EFL university instructors’ conceptions regarding speaking and writing competence, emphasizing how their personal learning experiences, institutional policies, students' misconceptions and classroom challenges influence their teaching practices. Using a qualitative case study design, ten instructors from private universities participated in in-depth semi-structured interviews, with three participants (two experts and one novice) were chosen as exemplars for detailed analysis. Data were analyzed using ethnographic semantics involving open coding, axial coding, and thematic analysis to identify key themes, including learning histories, institutional constraints, technology use, tensions between speaking and writing, and distinctions between expert and novice instructors. Findings revealed that instructors’ personal language learning experiences strongly affect their pedagogical practices, with expert teachers demonstrating theorized, reflective practices and novices relying more on exposure-based strategies. Institutional assessment tended to privilege writing over speaking, hindering communicative teaching approaches. Institutional assessment practices tended to privilege writing over speaking, constraining communicative teaching approaches. Technology emerged as both a facilitator and a challenge, with purposeful integration proving most effective. Future research should incorporate classroom observations, public university instructors and student perspectives to capture a holistic view of teaching-learning dynamics.
Copyright (c) 2025 Israa Ismael, Sen Li, Nasir Ali
An Analytical Study of Using English Pronunciation Applications to Improve Student’s Pronunciation
In the current day, which is marked by the widespread integration of technology in education, good communication is vital, and the English language has evolved to be the common language that brings together people from many backgrounds. One's ability to pronounce words correctly—a fundamental component of language competence—directly correlates with effective communication. The aim of this study is to look at the possible consequences of including a creative pronunciation application in students' educational process. Using a quantitative approach and gathering information using a structured questionnaire procedure. The aim of this paper is to assess the practical consequences of adopting an English Pronunciation Application as a supportive medium in the process of enhancing students's pronunciation skills as well as their efficacy. The results suggest that the English Pronunciation Application has been successful in its function as a supporting tool, which has led to a notable development in the pronunciation skills of students.
Technology; undergraduates; Pronunciation; English Pronunciation Application.
Analytical Study of Iraqi Students' English Consonant Pronunciation Errors
It is useful to diagnose the difficulties with pronunciation that second language (L2) learners have in order to ascertain the type of training that is necessary. By analyzing the test scores of Iraqi EFL students and finding out which English consonant phonemes and clusters they have the most trouble with, this study hoped to shed light on the challenges faced by Arab students when trying to pronounce English consonants correctly. Forty Iraqi female college students participated in the study; twenty volunteers were assigned to a lower-intermediate and twenty to an intermediate English proficiency level. Their mistakes in pronouncing specific groups of consonants in various word locations were highlighted using a four-part productive pronunciation test. The data analysis revealed that the following sounds—/ʌ/, /ʚ/, /p/, /ɴ/, and /ʧ/—as well as the regular past tense morphemes -ed (/t/ and /d/), and clusters of three and four consonants—contributed the most to the participants' pronunciation errors. And when it came to cluster and consonant sound pronunciation, lower-intermediate students were even more prone to making a fool of themselves than intermediate students. Also, learners' errors varied more in the beginning positions of words than in the middle or end ones. Consonants that are in the beginning or end of words are more prone to be difficult to pronounce than those that are in the center, according to the research.
Iraqi students, Arab students learning English, English pronunciation, consonant pronunciation errors
The Paradox of Teaching English as "Home Language" in South Africa : A Decolonial take
The South African national curriculum mandates that all learners study at least one home language, selected from the country’s 11 official languages. The policy is intended to promote linguistic equity and affirm cultural identity in the post-apartheid era by supporting a language that learners speak regularly at home. However, in practice, some students opt to study English as their home language, even though it is not the primary language spoken in their homes. This creates a paradoxical situation where the label "home language" inaccurately represents their actual linguistic environment culminating in students being taught and assessed at a level intended for first-language speakers, despite having only limited proficiency in English. Therefore, in this paper I reflect on the pedagogical difficulties and successes that I have encountered as an educator for English Home language in Mthatha in the Eastern Cape province of South Africa. This I do by employing a decolonial framework underpinned by decolonial love as decoloniality, and a living theory methodology with action-reflection cycles. One key finding is the difficulty of reconciling the demands of a standardised curriculum with the linguistic diversity of South African students. Ultimately, the paper advocates for a shift away from uncritically imposed Western models toward more adaptive, context-sensitive practices to improve educational outcomes in South Africa’s heterogeneous classrooms. The argument challenges the continued dominance of Eurocentric methodologies which were developed for monolingual Western contexts and often prove mismatched with South Africa's complex multilingual classrooms.
Action-reflection, English Home Language, Decolonial love, South Africa, Teaching Practices, Linguistic Diversity
Revolutionizing Language Learning: The Impact of AI in EFL Education
The purpose of this article is to present information about the impact of Artificial Intelligence (AI) in the EFL classroom. Thus, academic databases such as Google Scholar, ResearchGate and university repositories were consulted. After reviewing 236 documents, 41 articles were selected and analyzed. The results of this study provide evidence to argue in favor of the use of AI as a tool inside the classroom since it promotes autonomy, motivation and engagement coming from the students. However, further research should be conducted on the implementation of AI in the EFL classroom at both national and international levels in order to examine how this tool gradually evolves and changes the traditional way of teaching.
Copyright (c) 2025 Andres Insuasty Cardenas, Daniela Velasquez Villarreal, Mayra Hernandez Burgos
An Empirical Study on the Segmental Features of English Pronunciation of High School Students and Their Impact on Speech Intelligibility
Oral examinations are now part of China’s College Entrance Examination, yet many students lose points due to pronunciation errors that reduce intelligibility, largely stemming from the L1 transfer. High-school instruction seldom targets intelligibility-critical segmental features, partly because these features and their effects are under-researched. To address this gap, researchers analyzed the segmental pronunciation and intelligibility of 55 Grade-10 students in a Chongqing high school. Speech was collected via Voice Memo, annotated by trained raters for segmental errors, and rated for intelligibility; statistical analyses were conducted in IBM SPSS. Results show vowel errors outnumber consonant errors, with certain phonemes (e.g., /iː/, /ɪ/, /θ/) exceeding a 40% error rate. These errors frequently led raters to misidentify words, directly lowering intelligibility scores. Segmental error rates were significantly associated with intelligibility, indicating that targeted training on high-error vowels and consonants can yield measurable gains. The study offers practical guidance for pronunciation instruction, especially in dialect-influenced regions.
Investigating the Relationship between Self-Esteem and Foreign Language Speaking Anxiety among Moroccan Undergraduate EFL Learners: a pilot study
The current pilot study aimed at identifying whether Moroccan undergraduate EFL students’ levels of self-esteem (SE) correlated significantly with their Foreign Language Anxiety (FLA), focusing particularly on their speaking in the EFL classroom context. The study followed a quantitative approach using Rosenberg Self-Esteem Scale (RSES) and the Foreign Language Classroom Anxiety Scale (FLCAS) to collect data from 150 second and third-year students who have completed at least two years of university English instruction. Fear of negative evaluation seemed to be a major source of (FLA) for our selected sample, followed by communication apprehension and test anxiety respectively. The two variables correlated negatively (r= -0.74, p <.001) with (SE) explaining 54% of the variance in anxiety. Besides, according to the independent t-tests, there was no indication of any significant differences between genders. This strong negative correlation and predictive association observed in the present study confirms Krashen’s (1982) Affective Filter Hypothesis which posits that self-perception directly affects learners’ levels of anxiety. The study concludes with educational implications aiming at enhancing students’ self-perception and reducing speaking anxiety in the Moroccan EFL context.
Foreign Language Anxiety, Self Esteem, Moroccan EFL learners
Copyright (c) 2025 Talal Belgdida, Dr. Hind Brigui
Exploring Teachers’ Perspectives on the Role of Artificial Intelligence in Enhancing Vocabulary Proficiency among Moroccan EFL Students
The integration of learning and artificial intelligence has garnered growing interest recently. Drawing on EFL teachers’ perspectives, this study explores the emerging role of AI tools in vocabulary development. An explanatory sequential design of mixed methods research was utilized, comprising an online questionnaire disseminated to 97 high school and middle school teachers as well as conducting 10 follow-up interviews to gain a deeper qualitative understanding. Data obtained from the questionnaire were statistically analysed through SPSS and Excel, while thematic analysis following Braun and Clarke (2006) model was conducted for the qualitative data gathered from the interviews. Considering both types of data, the findings reveal that Moroccan teachers utilize AI as an integral part of their vocabulary instruction, notably in the process of preparing and implementing vocabulary tasks. Findings also indicate that teachers rely on AI to generate textual material and printed content such as texts and dialogues. The evidence obtained also points to the conclusion that teachers embrace AI with optimism as they show positive perspectives. In light of the results, some pedagogical implications are explored.
Artificial Intelligence (AI) – AI tools – vocabulary proficiency – vocabulary instruction
Copyright (c) 2025 Said Ouzbair, Bouchaib Benzehaf, and Hicham Zyad
Formative Assessment in Moroccan EFL Classrooms: Teachers’ Perceptions and Practices
Formative assessment plays a significant role in teaching as it provides feedback that supports learning. For students, it helps them know where they are in the learning process. For teachers, it gauges understanding and informs subsequent instruction. To this end, this study aims to gain deeper insights into Moroccan high school EFL teachers’ perceptions of formative assessment, their classroom practices and whether there is an association between the two. In order to meet the study objectives, the researcher opted for a quantitative research approach using a questionnaire as the main instrument for data collection. Results indicate that EFL teachers perceive formative assessment positively and report using it (to varying degrees) in their classrooms. Findings also report a modest positive correlation (p=.000, rho=.40) between FA practices and perceptions; the more positively teachers view formative assessment, the more likely they are to use it. Teachers also report time constraints, large class sizes and a summative-assessment focus, among other factors, as barriers that render using formative assessment challenging.
Challenges, Classroom practices, EFL classrooms, Formative assessment, Formative Feedback, Perceptions
Copyright (c) 2025 Sarah Allali, Azize El GHOUATI
Student Perceptions of Plickers as a Formative Assessment Tool in Language Learning
The integration of technology in education has revolutionized traditional teaching and learning methods, providing innovative tools to enhance student engagement and learning outcomes. This study explores the perceptions of foundation-year language students at the University of Technology and Applied Sciences-Suhar (UTAS-Suhar) regarding the use of Plickers as a formative assessment tool. Grounded in the frameworks of the Technology Acceptance Model (TAM) and Constructivism, the research investigates students’ perceptions of Plickers across four dimensions: ease of use, interactivity, usefulness, and immediate personalized feedback. Findings reveal generally positive responses, with interactivity receiving the highest mean score, followed by immediate feedback, usefulness, and ease of use. The results underscore the potential of Plickers to foster an interactive, engaging, and feedback-rich learning environment in language education. The study concludes with recommendations for future research to explore the long-term effects of Plickers on language learning outcomes and its adaptability across diverse educational contexts.
Plickers, Formative Assessment, Technology Acceptance Model (TAM), Constructivism, Language Learning
Teachers’ Views on Curriculum, Inclusion, and Critical Pedagogy in Moroccan Secondary Schools
Since its independence, Morocco’s centralized educational system has struggled to address cultural diversity, social inequality, and the need for comprehensive pedagogical and curricular reform, as reflected in official narratives such as the National Charter for Education and Training (1999), the Emergency Plan (2009–2012), the Strategic Vision 2015–2030, and the Framework Law 51.17. This study critically examines the perceptions of secondary school teachers regarding the national curriculum, with a focus on inclusivity, cultural relevance, and critical pedagogy. Data were collected from 124 teachers across diverse public schools via an online questionnaire in March and April 2025, which included both Likert-scale and open-ended questions. Thematic analysis revealed widespread dissatisfaction with a curriculum seen as outdated, rigid, and disconnected from students’ lived realities. Teachers highlighted the dominance of high-stakes assessments and rote memorization, which undermine creativity, critical thinking, and learner autonomy. The curriculum was also reported to marginalize students with disabilities and neglect Morocco’s linguistic and cultural diversity. Professional development in inclusive and critical pedagogies was described as fragmented and disempowering, leaving educators ill-equipped to drive change. Additionally, the curriculum’s top-down development process limits meaningful participation from teachers, parents, and communities, perpetuating exclusion and alienation. These findings reveal systemic and ideological barriers such as political interests and bureaucratic inertia that obstruct meaningful reform. The study calls for urgent transformation centered on critical pedagogy, participatory governance, and a culturally responsive curriculum to promote equity and social justice in Moroccan secondary education.
Critical Pedagogy, Curriculum Reform, Moroccan Education, Teacher Perspectives, Inclusive Education
Copyright (c) 2025 Abdelhadi FOUAD, Mohamed Ben Mhamed, Brahimh Hiba
The Impact of ChatGPT as a Formative Feedback Tool on Moroccan Secondary School Students’ Paragraph Writing Skills: A Quasi-Experimental Design
This study investigates the impact of ChatGPT-generated formative feedback on Moroccan secondary school students’ paragraph writing performance along with their perceptions of the tool’s effectiveness. Adopting a quasi-experimental mixed-methods design, the study involved 87 students divided into an experimental group (n = 45) and a control group (n = 42). Over an eight-week intervention, the experimental group received AI-generated feedback on their writing tasks while the control group was provided with traditional teacher feedback. Quantitative data from pre-test, post-test, and delayed post-test assessments revealed statistically significant improvements in the experimental group’s writing scores (pre-test M = 6.69, post-test M = 10.01, delayed post-test M = 10.27; p < .001). Paired-samples t-tests confirmed substantial within-group gains (t = -34.38 and -35.69) while independent-samples t-tests revealed significant between-group differences in post-test (t = 22.71) and delayed post-test scores (t = 16.69) favoring the experimental group. Effect size calculations showed a large impact (Cohen’s d = 5.13 for pre- vs. post-test; d = 5.40 for pre- vs. delayed post-test). Qualitative data from semi-structured interviews with nine students in the experimental group indicated that ChatGPT feedback was perceived as clear, specific, and motivational enhancing student engagement, autonomy, and metacognitive awareness. These findings underscore the pedagogical value of integrating AI feedback into EFL writing instruction particularly in resource-constrained educational settings.
ChatGPT, formative feedback, AI in education, writing performance, EFL instruction, student perception, mixed-methods, Morocco.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
An Investigation of the Effect of Kahoot on Vocabulary Retention among Moroccan EFL Secondary School Students: A Quasi-Experimental Study
Game-based learning has increasingly been recognized as an effective strategy to enhance learner engagement and improve educational outcomes. Among such tools, Kahoot has gained prominence in language learning contexts for its interactive and competitive features. This study aimed to examine the impact of using Kahoot on vocabulary retention among Moroccan secondary school students learning English as a Foreign Language (EFL). A quasi-experimental design was employed with 52 participants divided into an experimental group (n = 28), which received Kahoot-based instruction, and a control group (n = 24), which followed traditional teaching methods. A researcher-developed vocabulary test was administered at three points: pre-test, post-test, and delayed post-test. Additionally, semi-structured interviews were conducted with students from the experimental group to explore their perceptions of the Kahoot intervention. Statistical analysis revealed significant vocabulary gains in the experimental group across all stages of testing. The total mean improvement from pre-test to delayed post-test was 4.49 points (p < .001), which indicates a strong effect on long-term retention. Qualitative data further highlighted increased motivation, engagement, and perceived learning effectiveness, with minor concerns regarding time pressure and occasional technical difficulties. Kahoot appears to be an effective digital tool for supporting vocabulary retention in EFL classrooms. Its integration into language instruction may foster higher learner motivation and better long-term outcomes, particularly in contexts similar to Moroccan secondary education.
Game-based learning, vocabulary retention, Kahoot, EFL learners, quasi-experimental study
The Impact of Blended Learning on Moroccan Common Core Students' Mastery of Verb Tenses: A Quasi-Experimental Design
This study examines the impact of blended learning on Moroccan Common Core students’ mastery of verb tenses, specifically simple present and present continuous. A quasi-experimental mixed-methods study was conducted with 69 students divided into an experimental group (blended learning via WhatsApp) and a control group (traditional instruction). Pre- and post-tests measured grammar proficiency, and thematic analysis of focus group interviews captured students' perceptions. The experimental group showed significant improvement (M = 3.03, p < 0.001), highlighting blended learning's effectiveness in grammar instruction. Qualitative results indicated increased engagement, motivation, and autonomy, but challenges such as unequal internet access emerged. This study contributes empirical evidence supporting blended learning as a practical EFL pedagogical strategy, particularly in under-resourced contexts. It offers recommendations for policymakers and educators to enhance its effectiveness through teacher training and infrastructure improvements.
Blended learning, EFL classrooms, grammar instruction, Moroccan students, verb tenses, quasi-experimental design
Reforming Traditional Medicine Translation Courses in Higher Education through a Human–Machine Collaborative Blended Teaching Model: An Empirical Study
The need for qualified translators with expertise in traditional medicine has increased due to China's fast globalisation. This study investigated a human–machine collaborative blended teaching model using the Feiyi platform to improve undergraduate students' translation performance in light of the drawbacks of conventional translation techniques. The model, which was based on constructivist and social learning theories, combined guided machine translation exercises, in-person training, and online terminology databases. The model's effect on translation efficiency and accuracy was evaluated using a quasi-experimental design. Results from tests conducted before and after the intervention (N = 25) showed notable gains in efficiency (pre-test M = 43.0 min, post-test M = 31.0 min, p <.001) and overall translation accuracy (pre-test M = 68.2%, post-test M = 76.5%, p <.001). Significant improvements in cultural appropriateness (d = 1.51) and terminological accuracy (d=1.57) were noted, suggesting the model successfully addressed important issues in translating traditional medicine. These results show that the blended model promotes positive affective outcomes and enhances quantifiable translation performance. Among the ramifications are the methodical integration of machine-assisted phases to standardise specialised language and encourage the development of independent, critical translation abilities.
Traditional medicine translation; blended learning; Feiyi platform
When Culture Meets Text: Examining the Relationship between Students' Reading Comprehension and Cultural Competence
The reading comprehension of students in the Philippines nowadays is poor, which comes with various reasons and factors, specifically their reading comprehension when exposed to an unfamiliar culture. Hence, this study investigated the relationship between reading comprehension and cultural competence among Grade 10 students from Bataraza National High School in Bataraza, Palawan, during the academic year 2024-2025. It evaluated the respondents’ reading comprehension skills across three cultural contexts: indigenous, local, and foreign culture-related texts. Also, it examined how respondents’ familiarity and understanding of these cultural contexts influenced their reading comprehension abilities. Moreover, pedagogical implications were drawn from the data, which focus on enhancing students’ comprehension abilities through culturally responsive teaching methods and on promoting inclusivity in the classroom. This study used a multiple-choice questionnaire as instrument. Findings show that respondents performed better on texts that are related to indigenous culture, followed by local and foreign cultures. Further, the study revealed no statistically significant difference in reading comprehension scores between respondents reading indigenous culture-related texts and those reading local culture-related texts. However, an important difference was observed in reading comprehension scores when comparing local culture-related texts to foreign culture-related texts. A significant difference was found between reading comprehension scores for indigenous and foreign culture-related texts. This suggests that cultural familiarity plays a vital role in reading comprehension.
Copyright (c) 2025 Franciel S. Mado, Leah A. H-Noor, Prences Mae M. Langga, Jake B. Doloricon, Ella L. Sala, Sittie Aina T. Pandapatan
The Effectiveness of a Practical Flipped Process-Genre Model in Enhancing Informal Email Writing: A Moroccan High School Context
The aim of this study is to investigate the effectiveness of a practical flipped writing classroom, integrating the process genre approach, on Moroccan high school students’ informal email writing performance. To achieve this, a quasi-experimental pre-post-test design was used with 156 EFL learners who were divided into an experimental and control group. During the four-week study, the control group students were taught in a traditional non-flipped writing classroom, while the experimental group students were taught through a flipped model incorporating the process-genre approach. The quantitative data were analysed using ANCOVA to control for the covariate. The results revealed that the experimental group’s writing performance in informal email writing was higher compared to the control group, which underscores the role of the flipped process-genre approach in enhancing writing proficiency in EFL contexts.
flipped classroom, process-genre approach, learning theories, EFL classroom.
Copyright (c) 2025 Mourad Eladraoui, Sana Sakale
Designing a College English General Education Course on the SDGs within the CLIL 4Cs Framework
Against the backdrop of global sustainable development and the reform of college English general education in China, this paper explores the construction of a college English general education curriculum integrating the United Nations Sustainable Development Goals (SDGs) within the framework of Content and Language Integrated Learning (CLIL) and its 4Cs model. Through literature review and theoretical analysis, the study reveals a strong alignment between the four dimensions of the CLIL framework—Content, Communication, Culture, and Cognition—and the core competencies advocated by the SDGs, such as global citizenship, critical thinking, and intercultural understanding. Based on this, the paper proposes a systematic curriculum design scheme encompassing content development, teaching methodology, and assessment mechanisms. The curriculum aims to foster students’ language proficiency and sustainable literacy through task-based learning, project-based learning, and intercultural collaboration in authentic contexts. Additionally, by integrating the concept of intercultural citizenship education, the curriculum enhances students’ global responsibility and intercultural dialogue competence. This study provides both theoretical support and practical pathways for shifting college English education from a tool-oriented to a competency-based approach. Future research may further explore localized teaching cases and conduct cross-cultural comparative studies to validate the feasibility of the proposed curriculum model.
CLIL; 4Cs framework; Sustainable Development Goals (SDGs); college English general education; intercultural citizenship.
Chatgpt, Grammarly, and Quillbot: Perceptions of Students and Teachers towards the Use of AI Tools in Writing
This study aims to examine the perceptions of students and teachers regarding the use of artificial intelligence writing tools such as ChatGPT, Grammarly, and Quillbot in academic writing. Conducted at Mindanao State University in Lanao del Norte Agricultural College in the Philippines, the research employed descriptive with qualitative support. Quantitative data were gathered through surveys administered to Bachelor of Secondary Education major in English students, and qualitative data were collected through interviews with four English instructors from the College of Education. The data were analyzed using statistical methods for the survey responses and thematic analysis for the interview transcripts. Results show that students frequently use ChatGPT for its convenience and grammar assistance, but concerns were raised about overdependence affecting their critical thinking and originality. Teachers acknowledged the benefits of artificial intelligence tools in improving writing mechanics but expressed concerns about their long-term effects on student learning habits and writing development. The study concludes that while artificial intelligence tools can enhance writing support, their use should be guided by institutional policies, ethical standards, and the integration of artificial intelligence literacy into academic programs.
Artificial Intelligence, Writing tools, Reliance, Perceptions