Department of English Language Studies

... 110 YOUSSEF TAMER written questionnaires addressed to the pupils living in Casablanca and their parents a sample of 200 children representative of the ... Furthermore, another set of 50 pupils living in the rural area of Wlad Fraj were selected in order to study the influences of ...

To empower Moroccan students to join the rapidly growing globalized world, the Ministry of education, through multiple official documents, incessantly calls for culture incorporation in the teaching of foreign languages. While the existing research studies on culture in the Moroccan EFL context have considerably revolved around textbook analysis, no study known to the researcher, has explored the real classroom practices of culture teaching in Moroccan secondary schools. Hence, this study explores how culture is being treated by the teaching practitioners at Moroccan secondary EFL classrooms – second-year Baccalaureate level. The thematic analysis of the data collected from 76 EFL instructors at Souss Massa Academy, through online questionnaires and interviews, has shown that the research participants demonstrated a good understanding of the culture teaching. However, the findings exhibited that plenty of challenges have made the linguistic components continue to pre-empt the signif...

Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taught using the flipped model. Working with the existing intact classrooms made the study adopt a quasi-experiment design.  The teacher inverted the course by offering lectures via videos for students to view at home using the free online platform Edpuzzle and then followed up by providing activities and more practice in the classroom. Quantitative data were gathered using self-designed achievement...

Since the birth of humanistic approaches to language teaching and learning, researchers and practitioners directed special attention to various psychological factors that interfere with students’ learning. The purpose of this study is to investigate the role of portfolio-based assessment practices in enhancing students’ writing self-concept. The study further explores the students’ perceptions of portfolio assessment in relation to their writing self-concept. To achieve these objectives, the study relied on a mixed-method research design with a sample of two independent groups (classes) of high school students. One group followed portfolio-based writing assessment activities with various reflection techniques, while the other group stuck to the regular summative-based writing tests. The results indicate a statistically significant difference (p<.005) between the two groups' level of writing self-concept in favor of the portfolio assessment group. The results also reveal a gra...

Several studies have investigated students’ perceptions toward technologies that add game elements to gamify learning content in English as a Foreign Language (EFL) classroom. Yet, identifying what specific game elements in these technologies have a significant impact on students’ perceptions has not received much attention. This quasi-experimental study aimed at exploring the effect of Kahoot music on Moroccan students’ acceptance of Kahoot gamified quizzing in the EFL classroom. Two intact groups of secondary school students were recruited for this study. One group played Kahoot Gamified Quizzes without music, while the other group played the same quizzes with music. The results of the independent samples t-test showed that the students in both groups perceived Kahoot gamified quizzing positively and that music had no significant effect on their perceptions.  

L'article est un essai sur la centralité de la communication architecturale dans le projet touristique et le marketing territorial. A travers l'architecture de l'Ensanche (Nouveau-quartier) de Tétouan, l'analyse examine comment le dialogue architectural peut servir comme instrument de base dans la gouvernance territorial et l'élaboration d'un projet de durabilité touristique de masse.

Moroccan Arabic Auxiliaries (M.A. Aux) constitute one of the grammatical categories in which the action of the dynamic synchrony is actively at work, renovating the collocational patterns and lexical stock of Moroccan Arabic (MA).The M.A.Aux Aux are not directly involved in the making of "compound tenses" as this is the case in English with „be‟ and „have‟ or French with „être‟ and „avoir‟. Referred to sometimes as Semi- auxiliaries (S-Aux) -and again, unlike English or French in which the number of Auxiliaries is fixed and their syntactic and semantic patterning clearly set, MA candidate forms outnumber their English and French counterparts and are involved actively in expressing modality in MA. In this paper, we will seek to explore how M.A. Aux express a multitude of semantic values, how they are identified; and mostly, how MA tolerate that more than a S-Aux may occur within the same sentence.

Critical pedagogy is a prism that reflects the complexities between teaching and learning in a given classroom
described by Paulo FREIRE who has heavily endorses student's ability to think critically about their education
situation so as to recognize connections with their social context in which they are embedded. This research
paper aims to present an analyze of how critical pedagogy is used in the classroom discourse. The
investigation was conducted at HECI Business School. A study was carried out to examine students' and
teachers' attitude toward classroom discourse's nature and data was collected using not only a questionnaire
which was applied for students , but also using interviews with teachers. The research approaches used were
quantitative for the students to collect data either by face-to-face or by mailing the questionnaire, as well as
qualitative approach as it's concerned with opinions and behaviors through interviewing teachers. The method
used was to analyze students' and teachers' questionnaire and interviews in order to get the exact information
about the working topic. The study results indicated that the FREIRIEN concepts were used in HECI Business
School's classroom discourse and there are some significant differences between teachers' and students' in
their attitude to and the use of critical pedagogy in the classroom discourse.