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
A Systematic Review of Studies on Pronunciation Instruction and Practice in L2 (2005-2025)
This systematic review (SR) synthesizes sixteen research articles published by the author between 2005 and 2025 on pronunciation pedagogy and practice in L2 contexts, with a particular focus on Arabic–English learners. The studies covers multiple instructional settings and modalities and were categorized into five thematic clusters: (i) AI generated speech and pronunciation errors, (ii) segmental errors in specialized domains, (iii) prosody, discourse, and spoken Arabic phenomena, (iv) technology enhanced pronunciation and listening practice, and (v) cognitive foundations of listening, decoding, and pronunciation. Across these clusters, the findings converge on a central issue: pronunciation is not an isolated phonetic skill but a cognitive–linguistic process shaped by phonological transfer, lexical access, decoding efficiency, background knowledge, and input quality. When any of these components is weak, learners rely on predictable compensatory strategies, such as nonsense forms, rhyming analogies, literal translation, or overgeneralization, revealing the cognitive pressures involved in real time speech production. The SR also shows that effective pronunciation pedagogy extends beyond segmental practice. Instruction that integrates decoding, grapheme–phoneme correspondences, sustained exposure to accurate models, and guided oral reading results in more consistent improvement in accuracy and fluency. Technology as text to speech software, YouTube videos, mobile apps and AI generated speech, emerges as a promising support for pronunciation practice when learners engage with it regularly and receive structured opportunities to connect written and spoken forms. Nevertheless, several gaps still exist in the field: suprasegmental features are underrepresented, longitudinal studies are limited, and many technology based interventions lack rigorous phonological evaluation. Addressing these gaps is essential for advancing pronunciation pedagogy. Overall, this study contributes a clearer, more integrated understanding of pronunciation pedagogy by positioning pronunciation as a cognitive linguistic skill shaped by perception, decoding, vocabulary development and repeated exposure to accurate models. The review offers a foundation for future research and provides educators with evidence based insights for designing pronunciation instruction that is both pedagogically sound and responsive to learners’ needs.
Systematic review (SR), pronunciation instruction, pronunciation pedagogy, pronunciation practice, pronunciation testing, practice with technology, EFL students, AI-generated speech, text-to-speech, pronunciation problems
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
Project-Based Learning in Moroccan Middle Schools: English Teachers’ Perceptions of Opportunities, Practices, and Challenges
Project-Based Learning (PBL) is being increasingly promoted across global and Moroccan educational reforms as a means of fostering meaningful, student-centered learning. Although Moroccan curricular guidelines advocate project work as a vehicle for autonomy and critical thinking, research indicates that its implementation remains inconsistent and often misunderstood. This qualitative phenomenological study investigates the perceptions of fifteen English teachers in public middle schools in Salé in Morocco regarding the opportunities, classroom practices, and challenges associated with PBL and its implementation. Data from semi-structured interviews were analyzed thematically. Findings show that teachers perceive PBL as highly beneficial for engagement, communicative competence, and soft-skills development, echoing evidence from Moroccan studies demonstrating PBL’s positive impact on learners’ critical thinking and collaboration. However, teachers’ enactment of PBL is shaped by structural limitations, resulting in adapted, abbreviated forms of PBL similar to patterns previously noted in Moroccan classrooms. Challenges include curricular overload, overcrowded classes, resource scarcity, and insufficient training—constraints also emphasized in national research on project work. The study highlights the persistent gap between policy aspirations and school realities and argues that sustainable PBL integration in Morocco requires systemic reform beyond teacher initiative.
Copyright (c) 2026 Ali Bekou, Hamza Belbaraka, Khadija Anass
Nominalization as a Feature of Functional Morpho-Syntactic Complexity in EFL Medical Scholarly Research Writing
Academic communication being mainly in the written mode has given primacy to EFL learners’ writing skills development. Although academic writing is, on the whole, characterized by formality, conciseness, and clarity, specialized writing within this genre reflects further specificities, the awareness and mastery of which is an index of genre proficiency. This study explores nominalization as a means of information packing and linguistic complexity used in the medical scholarly research writing for complex meaning-making. The study was carried out on the premise of Systemic Functional Linguistics (SFL) that language is a network of systems and serves functions, and that it offers a repertoire of choice for meaning-making, strategically deployed in context. Accordingly, nominalizations through suffixation were identified in 80 research articles Discussion sections written by Moroccan medical researchers, using a computational tool. Nominalization patterns were analyzed, and nominalizations’ functional affordances in these specialized academic discourse texts were counted and categorized. Results show an over-reliance on nominalized scientific information post-modification through prepositional phrases and pre-modification through attribute adjectives and nouns, respectively. Other nominalization affordances were found to be underused. These findings provide evidence for the effectiveness of the SFL outlook in fully exploiting the language meaning-making potential and raising awareness of valued functional use of linguistic devices in academic discourse. Functional grammar instruction, incorporation of genre pedagogy, and instruction of conventionalized functional linguistic complexity such as nominalization would benefit academic writing development and specialized scientific register proficiency advancement.
Academic writing; linguistic complexity; nominalization; research writing; English for Academic Purposes; EFL writing development; English for Specific Purposes
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
AI-Supported Vocabulary Learning in Saudi EFL Higher Education: A Bloom’s Taxonomy–Based Application
This study investigates the effectiveness of an AI-based vocabulary learning app, designed by the research supervisor and grounded in Bloom’s Taxonomy, in enhancing English as a Foreign Language (EFL) vocabulary acquisition among Saudi university students. Vocabulary development remains a major challenge for EFL learners, and adaptive, personalized technologies may help address individual learning needs. A quasi-experimental design is employed, comparing an experimental group using the AI-based app with a control group receiving traditional instruction. Vocabulary proficiency is measured through pretests and posttests to evaluate the impact of the intervention and identify differences between the two groups. The AI app applies a scaffolded approach aligned with Bloom’s cognitive levels, progressing from basic recall to higher order thinking skills to support comprehensive vocabulary mastery. Data collection includes quantitative test scores and a feedback survey to capture students’ perceptions of usability and effectiveness. Statistical analyses assess differences in vocabulary gains, while thematic analysis examines learners’ experiences. The study aims to contribute to EFL pedagogy by demonstrating the role of AI-driven tools in supporting vocabulary acquisition, learner engagement, and personalized learning.
Vocabulary learning, EFL, Artificial Intelligence, Bloom’s Taxonomy, Saudi students
Exploring AI-mediated Informal Digital Learning of English (AI-IDLE) and its Association with Vocabulary Knowledge among Saudi EFL Learners
This study examines the relationship between artificial intelligence-mediated informal digital learning of English (AI-IDLE) on Saudi English as a foreign language (EFL) learners' vocabulary knowledge. With advancements in digital infrastructure in Saudi Arabia, students increasingly turn to digital tools and AI technology to develop language skills autonomously. Despite this shift, research on how Saudi EFL learners utilize AI for vocabulary learning outside the classroom remains limited. This qualitative correlational study examines the relationship between AI-IDLE practices and vocabulary knowledge among Saudi EFL learners, using quantitative data from a survey and vocabulary test (Oxford Online Placement Test). The findings reveled a statistically significant positive correlation between AI-IDLE engagement and vocabulary proficiency. Further analyses indicated that ChatGPT usage significantly predicted vocabulary knowledge, while other AI-tools showed no significant effects. While AI tools were mainly used for translation and writing, indirect vocabulary exposure through AI tools usage supported vocabulary development. Overall, the study offers objective evidence of the contribution of AI-mediated informal digital learning of English to vocabulary knowledge and highlights the pedagogical potential of AI tools beyond traditional classroom settings.
Vocabulary knowledge, IDLE, AI-IDLE, Saudi EFL learners, AI in language learning, Autonomous learning, ChatGPT
Copyright (c) 2025 Alaa M. AbaAlkhail, Saad Aljebreen
Lanvers U. (2024). Language Learning Beyond English: Learner Motivation in the Twenty-First Century. Cambridge University Press: Book Review
This review examines Ursula Lanvers’ Language Learning Beyond English: Learner Motivation in the Twenty-First Century, a timely contribution to the fields of applied linguistics and language education policy. The book critically investigates how the global dominance of English shapes learner motivation, multilingual practices, and national language policies, while marginalizing other languages (LOTEs). Lanvers employs a five-part motivational framework to analyze the complex, dynamic interplay between English as a tool for global mobility and as a force that perpetuates linguistic inequality.Central to the book is the innovative moving motivation model, which classifies learner motives into four quadrants—Individual‑Instrumental, Individual‑Intrinsic, Collective‑Intrinsic, and Collective‑Instrumental—illustrating how motivations shift across time and context. The analysis moves from macro-level discussions of linguistic imperialism and policy imbalances to micro-level pedagogical strategies, advocating for educational approaches that integrate intercultural competence, community engagement, and global citizenship.While praised for its interdisciplinary rigor, theoretical originality, and practical relevance for educators and policymakers, the book is noted for its predominantly Eurocentric focus. The review suggests that deeper engagement with contexts from the Global South—such as the Gulf region, where English interacts with local identity, economic change, and educational reform—would strengthen its global applicability. Incorporating empirical examples, such as technology‑enhanced collaborative learning, could further illustrate how motivational principles can be translated into classroom practice. Overall, Language Learning Beyond English offers a nuanced, well‑structured exploration of motivation in multilingual settings and underscores the need for aligned pedagogical, policy, and ideological commitments to sustain linguistic diversity. It is a valuable resource for language teachers, curriculum designers, researchers, and policymakers working to navigate the tensions between global English demands and the vitality of local languages.
English dominance, language learning motivation, multilingualism, LOTEs (Languages Other Than English), moving motivation model, linguistic imperialism, language education policy, Global South, Saudi EFL context, intercultural competence, heritage languages, language ideology, technology-mediated learning
Copyright (c) 2025 Afnan ALazhari, Abeer Alharbi
Exploring Saudi Female EFL Learners’ Use of Politeness Strategies: A Linguistic-Pragmatic Analysis of Student Writing-Based Evidences
The present study is an attempt to analyze Qassim University EFL learners’ linguistic-pragmatic competence of “politeness strategies”. It explores how EFL learners use “politeness strategies” in lengthy written responses on a variety of topics selected by them. This study uses Brown and Levinson’s (1987) Politeness Theory as the primary framework. A comparative analysis of texts authored by twenty four female students in an EFL setting at Qassim University, Saudi Arabia was employed to accomplish the study's objective. To analyze “politeness strategies”, a qualitative content analysis was used. The findings show that while verbal agreement and shows of solidarity are common positive politeness (49%) methods used by students, on-record (10%), off-record (6%), negative politeness (13%), and baldly without redress action (22%) strategies are less common. Underdeveloped sensitivity to formality and moderation is the outcome of pragmatic transfer from Arabic norms, as seen by frequent directness and repetition. The results emphasize the necessity of providing clear education in pragmatic awareness, especially with relation to tone, mitigation, and audience consideration in academic writing. The study argues for more explicit training in pragmatic awareness in university-level curriculum and indicates that pragmatic competence is a crucial but underdeveloped component of EFL writing. Finally, the study concluded with helpful recommendations for further research and pedagogical implications that highlight how these “politeness strategies” might assist students in transitioning from literal accuracy to writing that is pragmatically appropriate.
Academic writing, adult learning, communication, EFL setting, linguistics, politeness, student discourse
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/
Utilizing Multiple Intelligences Theory in College English Teaching: Strategies to Enhance Low-Proficiency Learners' English Language Skills
This study explores the application of Howard Gardner’s Multiple Intelligences (MI) theory in enhancing the English proficiency of Low-Proficiency Learners among university students in China. Amid growing concerns over the generally weak English performance of college students, this research investigates whether MI-informed teaching strategies can provide effective pedagogical interventions. A quasi-experimental design was employed, involving two parallel classes of non-English majors: one experimental group received MI-based English instruction, while the control group followed traditional teaching methods. The intervention lasted for 16 weeks and integrated various intelligence types - linguistic, musical, bodily-kinesthetic, interpersonal, intrapersonal, and more - into classroom activities such as role plays, group discussions, music-assisted pronunciation training, and reflective writing tasks. Data were collected through pre- and post-tests, motivation surveys, classroom observations, and semi-structured interviews. The results demonstrated that the experimental group showed significantly greater improvement in listening, reading, and writing skills compared to the control group. Additionally, students exhibited increased motivation, higher engagement, and more positive attitudes toward language learning. The study also found that matching instructional activities to students’ dominant intelligence types contributed to more personalized and effective learning experiences. The findings confirm that MI-based teaching is particularly beneficial for Low-Proficiency Learners by activating their potential through diversified learning channels. The study offers both theoretical and practical implications, suggesting that MI theory can serve as a viable framework for differentiated instruction in tertiary English education. Recommendations are provided for curriculum designers, English instructors, and institutional leaders to incorporate intelligence-responsive practices into teaching and assessment. Future research may further explore the long-term impact of MI integration and its cross-disciplinary applications.
Multiple Intelligences Theory, College English Teaching, Low-Proficiency Learners, Language Skill Enhancement, Teaching Strategies
Copyright (c) 2025 Xiaopeng Zhang, Huofeng Tang, Hua Zhang, Fengbo Wang
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
Pedagogy of Petroleum English Course, Part A: Comparing the Performance, Perception, and Satisfaction Between MOOC-Based Blended and In-Person Modalities Among Chinese Students
As Chinese and foreign oil and gas companies are expanding their activities internationally, the exigency for professionals with strong knowledge in English is of utmost importance. While a massive open online course MOOC-based blended learning modality has received widespread academic recognition across different fields. Its application in a Petroleum English course is unexplored, and its educational merits among Chinese undergraduate engineering students remain unclear. This study assesses the effectiveness of face-to-face learning modality and MOOC-based blended learning modality based on academic performance, students' perceptions, and learning satisfaction among Chinese sophomore year engineering students in the petroleum English course. A group of students of similar ages, gender, and academic background, and taught using distinctive lecturing modalities [ca., face-to-face learning modality (IM, n = 218), and blended learning modality (BM, n = 216)], was compared. It was revealed that the final mean grade of BM was higher than that of IM (75 ± 6.99 for IM versus 78.85 ± 7.76 for BM, with P <.05). The spatial distribution pattern revealed that students taught via BM achieved a higher mean grade in comparison to those of IM, regardless of the subcategories (ca. top 10%, upper middle 20%, lower middle 60%, and bottom 10%) based on the Wilcoxon Rank Sum test. Moreover, the Spearman test best describes the relationship between the face-to-face quiz grades and final examination grades (R2 = 0.532, P<.01) than the Pearson test (R2 = 0.207, P<.01). It was obvious from these results that the majority of students did not only agree or strongly agreed that the BM improved their learning competencies in various aspects, but also that the learning format was the most preferred (60.5%) in comparison to face-to-face learning alone (28.9%) and online learning alone (10.9%). According to these results, BM clearly contributed to fostering students’ performance, perception, and satisfaction compared to purely IM in petroleum English course.
Blended learning–learning motivation–learning achievements–petroleum English–correlation analysis
Copyright (c) 2025 ALAIN PIERRE TCHAMENI, Robert Dery Nagre
Pedagogy of Petroleum English course, part B: A correlational investigation between learning motivations and learning achievements of Chinese students under MOOC-based blended modality
The massive open online course MOOC-based blended learning modality has gained widespread academic recognition across various fields due to the enhancement of the academic performance of students. This research focuses on exploring the learning achievements of Chinese students, who showed improved academic performance in the petroleum English course under the MOOC-based blended learning modality compared to the traditional face-to-face modality, as reported in our previous study. However, the learning motivations that contributed to their learning achievements remain unsettled. Based on exploring the correlation between the Chinese sophomore year engineering students' learning motivations in the petroleum English course and learning achievements under the MOOC-based blended learning modality, this work aimed to examine the learning motivations that permitted enhanced learning achievements. For that purpose, a series of questionnaires was given to 216 Chinese sophomore year engineering students, among whom 8 were interviewed. Based on a series of statistical analyses of the responses provided by the students, the exploratory factor analysis, reliability test, statistical description, and correlational analyses, the relationship between the learning motivations and learning achievements was assessed. The results showed that the students were both positively intrinsically and extrinsically motivated, which was conducive to fostering the learning achievements, but the extrinsic motivations, having the descriptive aspects of getting a high-paying position, significantly contributed to this trend, based on the results of the loading factor. As a result, a stronger statistical correlation between the extrinsic motivations and learning achievements [ca. R2=0.601 with Sig. (2-tailed) <0.001] was observed versus between intrinsic motivations and learning achievements [ca. R2=0.425 with Sig.(2-tailed) <0.001]. With respect to these findings, future studies for the global contextualization frame were recommended.
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