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
From Prototypes to Cryptotypes: Past Tense-Aspect Acquisition in Moroccan EFL Interlanguage
The present cross-sectional study investigates the emergence of the English perfective (-ed) and imperfective (-ing) past markers in the interlanguage of Moroccan university EFL learners, testing the predictions of the Aspect Hypothesis (AH). Sixty Moroccan university learners of English (undergraduate/BA level, n=30; graduate/MA level, n=30) completed a silent-film narrative retelling task, coded for grammatical aspect marking across the four Vendlerian lexical aspect categories (states, activities, accomplishments, achievements). Chi-square tests of independence showed that marker choice (-ed vs. -ing) was significantly associated with lexical aspect category in both groups (BA: χ²(3)=32.65, p<.001, V=.35; MA: χ²(3)=31.70, p<.001, V=.45), supporting the AH’s central prediction. Paired-samples t-tests further showed that perfective marking was significantly more accurate than imperfective marking within both groups (BA: t(29)=5.38, p<.001, dz=0.98; MA: t(29)=9.71, p<.001, dz=1.77), consistent with the predicted acquisitional order (perfective preceding imperfective). However, the overall -ed/-ing distribution did not differ significantly between BA and MA (χ²(1)=1.29, p=.256), and BA learners significantly outperformed MA learners on imperfective-marking accuracy (t(57.4)=2.33, p=.023, d=0.60) — a pattern that complicates any straightforward account of linear improvement from BA to MA and is discussed in relation to task and cohort effects. Standardised residual analysis further shows the marker-category association is anchored in the state/non-state distinction rather than the classical achievement-based prototype, a pattern discussed in relation to a connectionist account of cryptotype emergence as a theoretical extension beyond categorical Aspect Hypothesis predictions.
Acquisition, Aspect Hypothesis, Conspiring Factors, Emergence, Interlanguage
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
The Effect of Vocabulary Learning Strategies on Vocabulary Learning Among Saudi EFL Female Students
This study investigated the vocabulary learning strategies (VLS) used by Saudi female EFL undergraduate students and their relationship to vocabulary size. A quantitative correlational design was employed with 112 participants from Al-Imam Muhammad Ibn Saud Islamic University. Data were collected using a 40-item VLS questionnaire (α = 0.78) and a 90-item Vocabulary Levels Test (α = 0.95). Descriptive statistics, independent-samples t-tests, and Pearson correlations were used to examine strategy-use patterns, group differences, and associations with vocabulary size. Results showed overall VLS use at a medium level (M = 3.16, SD = 0.45), with determination strategies most frequent (M = 3.56) and social strategies least frequent (M = 2.52). Deep-processing memory strategies—mental imagery (r = .332, p < .001), personal association (r = .205, p = .030), and sentence generation (r = .339, p < .001)—correlated positively with vocabulary size, while bilingual dictionary use showed negative correlations (r = –.284 and –.252, p < .01). Memory strategies were significantly more common among high-vocabulary learners (M = 54.72) than low-vocabulary learners (M = 49.64, t = 2.22, p = .030). These findings support the Depth of Processing framework and highlight the pedagogical value of cognitively engaging strategies over surface-level, L1-dependent approaches. The study contributes new evidence from a larger Saudi sample than previous research, guiding curriculum development toward strategic, autonomous vocabulary instruction.
Deep-Processing Strategies; EFL; Saudi Female Learners; Vocabulary Learning Strategies; Vocabulary Size
Developing English Communication Competence through Oral Presentations: A Qualitative Study of Secondary School Students in Morocco
Developing English communication competence has emerged as a fundamental priority in foreign language acquisition, notably at the secondary education level, where students are required to communicate successfully at school and in real-life environments. However, despite ongoing teaching/learning strategies, secondary school learners continue to face challenges in communicating fluently in English and expressing their ideas confidently. Insufficient opportunities for authentic classroom communication may be one cause of these difficulties. The present research explores the significance of classroom oral presentations as a pedagogical approach for building English communication abilities among secondary students. The study aims to understand how systematic oral presentations effectively enhance learners’ ability in communication, critical thinking, pronunciation, vocabulary, and grammatical use. This contribution is grounded in Richards (2006) Communicative Language Teaching (CLT), which prioritizes meaningful and effective communication as the fundamental target of language acquisition, viewing language learning as a process of interaction and engagement. The study employs a qualitative approach, drawing on classroom observations, semi-structured interviews with second-year baccalaureate learners, and evaluation of classroom oral presentations in a Moroccan public secondary school. The findings of this research demonstrated that the participants face multiple challenges hindering the development of their communication skills. It also showed that oral presentation-based education effectively encourages students’ English communication abilities by enhancing their self-confidence, correct pronunciation, critical thinking, and interaction. It showed that students feel motivated and free to use their English effectively during their class oral presentations. This research concludes that implementing regular oral presentation activities into English classes provides authentic opportunities for learners to strengthen their overall English communication skills. The study contributes to existing literature by providing evidence on the significance of implementing regular oral presentations in encouraging students’ English communication skills. It further provides practical instructions for incorporating systematic oral presentations into high school education to generate a more effective educational environment.
English communication competence, Oral presentations, Secondary education, Morocco
Copyright (c) 2026 Mohamed Tahar ES-SIDDIKI, Khadija OUYAZI
Generative AI-Assisted Academic Writing in Higher Education EFL Contexts: A Critical Review of Learning Outcomes, Self-Regulated Learning, and Ethical Governance
GenAI’s rapid proliferation has reshaped EFL academic writing, yet research remains fragmented. This review synthesizes 24 publications (2022–2026) on learning outcomes, self-regulated learning (SRL), and ethical governance. Three findings emerge: (1) positive effects on surface-level writing are confirmed but moderated by intervention duration, task complexity, learner proficiency, and evaluation methods; (2) GenAI’s impact on SRL depends on its role as a scaffold versus a substitute for learner agency, as illuminated by TAM, SCT, and SRL; (3) ethical governance is shifting from plagiarism policing to proactive AI literacy. Gaps persist in longitudinal and process-oriented designs, representation of underserved groups, and theory-driven pedagogy. The review argues that GenAI’s value cannot be judged by writing products alone but requires understanding the interplay among cognition, autonomy, and regulation. An ecologically-informed research agenda is proposed.
Generative AI; academic writing; EFL; self-regulated learning; academic integrity
Teacher Creativity under Institutional Constraints: Teaching Public Speaking in Moroccan EMI University Classrooms
Public speaking has become an important part of instruction in contexts where English is used as a Medium of Instruction (EMI). However, Moroccan higher education does not always offer speaking as a separate course, and its integration is often subjected to institutional constraints such as large class sizes, mixed levels of English proficiency, limited instructional time, and limited EMI-specific pedagogical support. This conceptual paper discusses these challenges and argues that teacher creativity can significantly create meaningful speaking opportunities even under existing constraints. Based on the literature on EMI, public speaking, and teacher creativity, it proposes a framework of adaptive pedagogical strategies organized around three main dimensions: managing institutional constraints, supporting students, and enhancing learning. It contributes to the discussion about public speaking instruction in Moroccan EMI classrooms and offers directions for future research and classroom practice.
English-Medium Instruction (EMI); Public Speaking; Teacher Creativity; Moroccan Higher Education; Adaptive Pedagogical Strategies
Copyright (c) 2026 SOUKAINA BAKHOUT, Sana Sakale
Saying “No” Across Cultures: Refusal Strategies of Saudi EFL Learners and American English Speakers
Speech act theory conceptualizes language use as a form of action in which utterances perform communicative functions beyond their propositional content. Within this framework, refusals are defined as negative responses to requests, invitations, offers, and suggestions. Unlike simple acceptances, refusals are interactionally complex because they require speakers to reject an interlocutor’s expectations while maintaining social harmony. Such strategies often involve indirectness, explanations, apologies, expressions of regret, or alternative suggestions, and their selection is influenced by social variables such as relative power, social distance, and the imposition level of the initiating act. In second language contexts, learners’ ability to manage refusals effectively reflects their developing pragmatic competence rather than purely linguistic accuracy. Moreover, indirect refusals should not be viewed as a communicative weakness, but as pragmatically motivated choices shaped by sociocultural norms. This study investigates the refusal strategies employed by Saudi English as a Foreign Language (EFL) learners and American English speakers across varying social contexts, with particular attention to differences in directness and mitigation. The findings indicate that refusal strategies are shaped by the interaction of cultural norms, politeness conventions, and contextual social variables. While both groups tend to avoid direct refusals in higher-status contexts highlighting the universal importance of face concerns—differences emerge in the use and degree of mitigation, reflecting culture-specific interpretations of politeness. Furthermore, the results demonstrate that Saudi EFL learners’ refusal behavior does not represent pragmatic failure but a combination of cultural transfer and strategic adaptation to English pragmatic norms. These findings emphasize the importance of incorporating pragmatic instruction into EFL pedagogy, particularly for speech acts involving high face threat, such as refusals.
Speech act refusal; Interlanguage pragmatics; Saudi EFL learners; Cross-cultural pragmatics; Politeness strategies; Mitigation.
The Impact of AI-based Feedback on English Writing Performance: A Systematic Review and a Meta-analysis Study
Artificial intelligence has increasingly transformed educational practices, particularly in writing instruction. Among these innovations, AI-based feedback tools have appeared as favourable solutions for giving personalized, immediate, and accessible support to learners. This study aims to assess the effect of AI-based feedback on English writing performance, filling research gaps regarding the impact of English language proficiency level, duration of intervention, and implementation setting on the effectiveness of AI-based feedback tools in improving students’ English language writing performance. A systematic review and meta-analysis were utilized to examine 24 empirical studies published from January 2022 to March 2026 across five databases (including EBSCO, ProQuest, ERIC, Web of Science, and Wiley Online Library). The results indicated that AI-based feedback tools had a large overall effect size (Hedges' g = 1.298, p < 0.001) on students’ writing performance. Moreover, moderator analyses revealed that learners with intermediate proficiency benefited more substantially compared to advanced learners, suggesting that AI feedback is particularly effective for developing writers. In terms of implementation settings, blended learning environments yielded stronger effects than traditional classroom settings, highlighting the importance of flexible and technology-supported contexts. Although the duration of intervention did not significantly moderate the results, consistently strong effects were observed across the three periods of intervention: short, medium, and long-term. These findings suggest that AI-based feedback tools represent a powerful and scalable approach to enhancing English writing skills.
Artificial intelligence, AI-based tools, English language, meta-analysis, writing feedback
EFL Learners’ Attitudes towards Autonomous Learning: A Comparative Study between Urban and Rural Moroccan High Schools
Learning a foreign language is no longer confined to the classroom's perimeters, but it has been recently linked to autonomy and self-learning skills, especially using current technological means. Due to the impact of the pandemic crisis on education, learning methods have been reconsidered to embrace other alternative options rather than merely clinging to traditional ways. As such, the present study examines the role of autonomous learning in enhancing students' proficiency in English language. The study explores whether high school students resort to autonomous learning (AL) strategies to improve their English language or they solely rely on what is being taught inside the classroom. More specifically, the paper aims to make an analogy on levels of autonomous learning between high school students of remote and urban areas in El Hoceima city. AL questionnaire items consist of two dimensions: 1- learners' perceptions of their educational responsibilities and 2- the actual autonomous English activities that were practiced by learners in the process of learning English. This scale instrument was adopted by Abdel Razeq (2014) to assess AL within EFL context. The data was gathered through online Google forms and analyzed by comparing the means and using t-test method. The results showed that high school students, belonging to remote areas suffice themselves with the classroom instructions and wait for the teacher to provide them with the language input. The analysis also demonstrated that the same students still need to familiarize themselves with autonomous learning strategies. However, students in urban high schools demonstrated significant abilities to engage in autonomous learning activities and have admitted that their responsibilities to learn English are mutually shared between learners and their instructors. Such results provide important implications for learners' perceptions of their use of autonomous learning skills.
Autonomous Learning, English Activities, Urban and Rural Areas, EFL Context
Copyright (c) 2026 Ismail Makaoui, Mohammed Ayoub
Multimodal Technology Reliance Predicts English-Chinese Interpreting Outcomes: Survey Evidence from Non-English Major Undergraduates in China
Multimodal technologies are increasingly embedded in interpreter training, yet learner perceptions of such technologies and their relationship with interpreting learning outcomes remain underexplored. This study surveyed 312 non-English major undergraduates (above CET-4, STEAM backgrounds) from multiple universities in Beijing who completed a compulsory English-Chinese interpreting course incorporating multimodal technology resources including video captioning, audio playback, speech recognition, and parallel multimodal materials. Using structural equation modeling, a partial mediation model was examined in which multimodal technology reliance (MTR) predicts interpreting learning outcomes (ILO) both directly and indirectly through learning engagement (LE). Results showed that MTR had a significant total effect on ILO (β = .37, p < .001), with a direct path (β = .16, p < .05) and an indirect path via LE (β = .21, p < .01) that accounted for 56.8% of the total effect. The model demonstrated good fit: CFI = .93, RMSEA = .067, SRMR = .048, chi2/df = 2.38. Common method bias was assessed using Harman’s single-factor test and an unmeasured latent method construct (ULMC) approach. The first unrotated factor accounted for 44.2% of the total variance (below the 50% threshold), and the ULMC analysis showed that all substantive loadings remained significant with minimal change (most |Δλ| < .10), together indicating that common method bias was not a serious concern. These findings suggest that fostering purposeful multimodal technology use may enhance interpreting learning in part by strengthening learner engagement, offering empirical guidance for designing technology-enhanced interpreting curricula that prioritize engagement as a core mechanism.
multimodal technology reliance, English-Chinese interpreting, interpreting learning outcomes, learning engagement, structural equation modeling, non-English major undergraduates
What Does Automated Feedback Address, and Does It Work? An Investigation of Cambridge Write & Improve in EFL Writing Instruction
This study investigates the scope and impact of automated feedback provided by Cambridge Write & Improve (W&I) on English as a Foreign Language (EFL) learners' writing skills. Given the fact that education in the last decades has faced rapid changing landscape due to the growth of technological innovations and the integration of Artificial Intelligence (AI), there is an urgent need to determine its impact on language learning outcomes. Previous studies focused on examining the overall impact of automated feedback on writing in general, but a few of them explored the functionalities that these tools provide during the revision process and how they successfully contribute to the overall writing process; hence this piece of research attempts to fill this gap. This mixed-methods study(N=28) revealed that the automated feedback provided by W&I is more concerned with accuracy including grammar, usage, and mechanics rather than higher-order concerns. Further analysis confirmed these results and indicated that learners demonstrated significant improvements across all three domains between first and final drafts, with particularly strong gains in mechanical accuracy. Such results serve as a trigger for decision-makers, including curriculum designers, to properly integrate automated feedback in education and combine it with instructor’s feedback to respond to all students’ needs in the writing process.
Copyright (c) 2026 Mariam Elouirraoui, AZIZE El Ghouati, Cristina María Gámez-Fernández
Perceived Challenges to Writing Development and Audience Awareness: Evidence from Moroccan University Undergraduate Students
In recent decades, writing development and audience awareness have received increased attention in education settings. Yet, the challenges faced by Moroccan university students in writing development and audience awareness have not yet closely investigated in the context of Moroccan Higher education. To address these gaps, the present study examines the challenges encountered by Moroccan university students in developing their writing and addressing audience awareness as perceived by both students and teachers. A total number of one hundred and twenty-three university students and eight professors from Sultan Moulay Slimane university in Morocco participated in the current study. Quantitative data were collected by completing a questionnaire, while qualitative data were collected through semi-structured interviews. The participants consisted of second-year and third-year students. The participants expressed their perceptions and described their experiences with the challenges related to writing development and audience awareness. The findings reveal that students experience difficulties in developing both linguistic and rhetorical features of writing. The study also indicates that writing instruction in the university context does not adequately emphasize writing development and audience consideration in writing. It highlights the need for pedagogical practices that help overcome the challenges, enhance writing, and integrate audience-focused writing tasks in the classroom.
Copyright (c) 2026 WIDAD ELFIRAOUI, Marouane Zakhir
Students’ Perceptions of Inquiry-Based Learning in Boosting Speaking Skills at Mohamed V University: A Quantitative Study
The purpose of this study is to gain insight into Moroccan university students' perceptions towards Inquiry-Based Learning (IBL)as a pedagogical approach to developing initiatives of English speaking. Utilizing data gathered from 140 final year undergraduate students at Mohamed V University in Rabat, the study used a structured questionnaire adapted from well-established instruments measuring IBL and speaking anxiety. Results show very positive perceptions of IBL, including 87% agreeing that IBL activities increased their opportunities for oral practice and 82% reporting that their speaking anxiety was lessened. This study also identifies 1- Collaborative inquiry, authentic questioning, and peer engagement as the most effective in supporting communicative confidence. Overall, IBL implementation had significant positive relationships between students' self-reported improvement in public speaking (r = 0.68, p <. 01). This study adds to the literature on the necessity of active learning pedagogy and its implications for EFL curriculum design in Moroccan higher education.
Inquiry-Based Learning, speaking skills, student perceptions, Moroccan higher education, EFL, quantitative research
Copyright (c) 2026 YOUNESS HAIRANE, Ahmed Smirkou
Affect in ESP and Academic English: A Dynamic Systems Approach
Affect has long occupied an important place in second language acquisition (SLA), yet it has often been treated as a relatively stable learner variable that either facilitates or obstructs language input, participation and achievement. This conceptual paper argues that such a static treatment is insufficient for understanding academic English and English for Specific Purposes (ESP) learning in university English as a Foreign Language (EFL) contexts. Using a conceptual narrative review approach, this paper synthesizes foundational SLA theories, CDST scholarship, and contemporary research in ESP and academic English to reconceptualize affect as a dynamic, context-sensitive, and emergent system. It shows that emotions such as anxiety, confidence, enjoyment, boredom and self-efficacy fluctuate across tasks, assessment conditions, teacher feedback, peer interaction and disciplinary discourse demands. The argument is especially relevant to ESP and academic English classrooms, where learners are required not only to communicate in English but also to perform emerging academic and professional identities. The paper proposes pedagogical implications for task sequencing, classroom interaction, feedback and teacher responsiveness. It concludes by calling for longitudinal, classroom-based and process-oriented research that can capture affective change over time rather than relying only on one-time measures.
affect; academic English; Complex Dynamic Systems Theory; English for Specific Purposes; English as a Foreign Language; language anxiety; learner emotion
Confidence and Formal Speech in High School Students in English Language
Speech delivery in English as a foreign language remains a challenge for high school students in Ecuador. This study aims to assess students’ formal speech performance in EFL and to identify mentoring strategies that may support their improvement. A mixed method case study was conducted with 37 participants, including 13 students, 11 instructors, 9 parents, and 4 friends. The instruments used are the standardized speech rubric of Peeters et al. (2010), a mentoring survey, and the observation checklist. Students participated in a local English-language speech festival of as part of the research process. The findings showed that instructors provide Logistical and Technical support, meanwhile parents and friends focused on Emotional support. In addition, 6 students reached (A) an outstanding level, 6 (B) a good level, and 1 (C) a modest level. The findings suggest that nonverbal skills are influenced by students’ confidence, it can be supported with Emotional mentoring, while technical and logistical mentoring may contribute more directly speech organization and verbal delivery.
Confidence, Communication, Mentoring, Teachers, Speaking skills.
Copyright (c) 2026 María José Lascano Parrales, Jhonny Villafuerte-Holguín
Exploring Students' Perceptions towards Higher-Order Thinking Skills in Vocational Training in Morocco
The cultivation of Higher-Order Thinking Skills (HOTS) in vocational and technical education has gained considerable priority, particularly given the rapid development of technology and the accelerating demand for non-routine cognitive competencies. Although Morocco has introduced national reforms that aim to embed analytical, evaluative, and creative dimensions within vocational programs, it remains necessary to understand how students perceive these initiatives and to what extent they experience HOTS being fostered during their training. The present study examines first-year students' perceptions of HOTS at OFPPT NTIC Rabat and employs a mixed-methods design combining a quantitative cross-sectional survey based on a Likert-scale questionnaire with qualitative open-ended responses. Forty-two first-year students enrolled in Information and Communication Technology programs participated in the study. Quantitative results indicate moderate HOTS-related conceptual understanding, with students demonstrating stronger awareness of the importance of HOTS for their future careers (M = 3.86) than of the specific cognitive processes involved (M = 3.07). Students also reported partial and inconsistent engagement in analysis- and problem-solving-based activities within their classrooms (M = 3.71 for critical-thinking prompts; M = 3.50 for problem-solving tasks). Qualitative findings reveal that approximately 70% of respondents were able to align their definitions of HOTS with Bloom's taxonomy cognitive levels of analysis, evaluation, and creation, while 20% were unable to provide a clear definition. Students further identified systemic barriers to HOTS development—notably time constraints, packed curricula, excessive rote memorization, and large class sizes. They recommended the integration of project-based learning, active methodologies, and professional teacher development as remedies. These findings highlight a meaningful gap between the national policy aspirations for HOTS integration and the actual classroom experiences of vocational learners, pointing to the urgent need for pedagogical reform within the OFPPT system.
Copyright (c) 2026 Imad El Arfaoui, Khadija Anasse
Exploring Students and Teachers' Perceptions of AI in English Language Learning: Benefits, Concerns, and Ethical Considerations
The way Artificial Intelligence (AI) has found its way into educational settings has brought new questions to the surface in understanding how it shapes language learning experiences and teaching practices. Therefore, this study investigates the perceptions of teachers and students regarding how AI fits into English language learning. This study adopts a quantitative research approach through the use of two questionnaires distributed to 42 students and 9 teachers. Most students report using AI fairly regularly in their English learning, and the majority acknowledge that it has been helpful to their grasp of the language. While teachers recognize how useful it really is for students, they still express concerns in relation to its use as a form of academic dishonesty. Thus, the study encourages the need for measures to address some worries, for example, implementing AI use guidelines, and providing training for both students and teachers on the ethics of AI. Also, this research suggests involving discussions on academic integrity in AI-based learning environments to improve the responsible and effective use of it in education.
Artificial Intelligence, student perceptions, teacher perceptions, academic integrity, AI in education
Analyzing Pedagogical Approaches to American Idiom Instruction: A Textbook-Based Study
The present study takes a close look at how American idioms are taught explicitly to learners of English as a second language. Procedurally, Gaines' Idiomatic American English (1986), Makkai's Handbook of Commonly Used American Idioms (1991), and Spears' NTC's American Idioms Dictionary (2000) sit at the Centre of our analysis. Toa chive the objectives of the study, a content-analysis framework was developed in order to guide the reading of each text, sort out the types of idioms covered, the teaching techniques in use, and the learning theories built and put into practice. Each book is then weighed against a rubric that considers clarity, breadth of coverage, how well it draws learners in, and, above all, how practical it proves effective and practical in real classroom use. Key results revealed distinct pedagogical orientations concerning the teaching and learning of idioms. Reportedly, Gaines tends to favour an immersive, communicative workbook design. In contrast, Makkai ventures to prioritise theoretical grounding and awareness of contextual register. In stark contrast, Spears gives much more importance to broad reference functionality and structural transparency. The study proffers evidence-based recommendations for stakeholders to rethink the rate (speed of acquisition) and the route (developmental stages) idioms and redesign the theory and practice of curriculum design, lesson planning, and assessment. These recommendations aim at strengthening idiomatic proficiency among ESL learners in authentic communicative settings.
American idioms, ESL pedagogy, idiom instruction, textbook analysis, communicative competence, idiomatic proficiency, vocabulary acquisition.
Copyright (c) 2026 Lamiae Aboulrhit, Mohamed Ben Mhamed
Interactive Effects of Speech Rate, Linguistic Complexity, and Working Memory Capacity on Real-Time L2 Listening Processing
This study investigates the interactive effects of speech rate, linguistic complexity, and working memory capacity on real-time second language (L2) listening processing. Listening comprehension in L2 is a cognitively demanding process influenced by input characteristics such as speech speed and syntactic complexity as well as individual differences in cognitive resources, particularly working memory capacity. Grounded in cognitive load theory and models of real-time language processing, the research examines how variations in speech rate and linguistic complexity interact with learners’ working memory to influence comprehension and processing efficiency during listening tasks. In addition, the study seeks to identify the extent to which cognitive limitations affect learners’ ability to process spoken input under varying levels of difficulty. Understanding these relationships is crucial for explaining differences in listening performance among L2 learners and for developing more effective instructional practices. A quantitative or experimental design is employed, involving L2 learners completing listening tasks under controlled conditions of speech rate and linguistic difficulty while working memory capacity is assessed using standardized cognitive measures. Data are analyzed to explore main effects and interaction effects among the variables and to determine the moderating role of working memory in real-time listening comprehension. The expected findings aim to enhance theoretical understanding of L2 listening processes and provide pedagogical insights for optimizing listening instruction by adjusting input characteristics and task demands according to learners’ cognitive capacities. The study also aims to contribute to the growing body of research on the cognitive factors underlying second language acquisition and listening development.
second language listening, speech rate, linguistic complexity, working memory capacity, cognitive load, real-time processing, listening comprehension, L2 learning
Exploring Artificial Intelligence as a Scaffold for Academic Writing Development Among EFL University Students: A Case Study at ESEFB, Morocco
The growing integration of Artificial Intelligence (AI) tools in higher education has sparked increasing interest in their pedagogical potential, particularly in English as a Foreign Language (EFL) contexts. Within academic writing instruction, AI applications are frequently used for idea generation, language correction, structural organization, and revision support. Drawing on Vygotsky’s sociocultural theory and the concept of scaffolding, this study investigates whether Artificial Intelligence can function as an effective scaffold for the development of academic writing skills among EFL university students at ESEFB, Morocco. The research adopts a mixed-methods design, combining pre- and post-writing assessments evaluated through an analytic rubric with student perception questionnaires. The instructional intervention involved guided and structured use of AI-assisted writing tools to promote critical engagement rather than passive dependence. The findings indicate noticeable improvement in students’ organization, coherence, lexical choice, and grammatical accuracy. Participants also reported increased confidence and greater awareness of academic conventions. AI appeared to provide immediate, individualized feedback that supported learners within their Zone of Proximal Development, thereby enhancing writing performance and fostering learner autonomy. Nevertheless, concerns related to overreliance and diminished critical reflection were also observed. The study concludes that AI can serve as a valuable pedagogical scaffold in EFL academic writing when integrated within a carefully designed instructional framework. Implications for teaching practice and AI integration in Moroccan higher education are discussed.
Artificial Intelligence and the Development of Soft Skills in Higher Education: A Systematic Literature Review
The integration of artificial intelligence (AI) in higher education has expanded considerably, with research predominantly focusing on cognitive outcomes, assessment automation, and personalized learning. However, limited attention has been given to the relationship between AI-supported learning environments and the development of soft skills, such as communication, collaboration, critical thinking, and management skills. These skills are increasingly essential for academic success and employability in contemporary knowledge economies. This study conducts a systematic literature review to examine how AI influences soft skills development in higher education, with particular relevance to language education. Following PRISMA guidelines, the review analyzes studies published between 2015 and 2024, sourced from major academic databases including Scopus, Web of Science, ERIC, and Google Scholar. Inclusion criteria focused on peer-reviewed research addressing AI-supported educational environments and their impact on soft skills. Findings indicate that AI technologies can support the development of communication skills, critical thinking, and management skills, particularly through interactive and adaptive learning environments. Some studies highlight the role of AI in promoting self-directed learning and reflective practices, while others emphasize its potential to facilitate digital collaboration. Nevertheless, evidence remains inconsistent. The effectiveness of AI in fostering soft skills depends largely on pedagogical design, instructional strategies, and contextual factors rather than technology alone. The review also identifies challenges, including ethical concerns, the reliability of automated feedback, and reduced human interaction. Overall, while AI shows potential in supporting soft skills development, further interdisciplinary research is needed to establish robust pedagogical frameworks and address existing gaps, particularly within language education contexts.
Soft skills, Artificial intelligence, Digital transformation, Language education
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Moroccan Secondary School Students’ Perceptions and Attitudes toward Using ChatGPT-Assisted Feedback to Improve English Speaking Skills
This study investigates Moroccan secondary school students’ perceptions of ChatGPT-assisted feedback in developing English speaking skills. It adopts a qualitative research design and is grounded in the need to better understand how learners in underexplored EFL contexts engage with generative AI tools for oral language development. The participants were 22 second-year Baccalaureate students (aged 17–18) from a public secondary school in Sidi Bennour, Casablanca-Settat region, selected purposively based on prior experience using ChatGPT during a classroom-based intervention. Data were collected through two focus group discussions conducted in classroom settings and facilitated in English and Moroccan Arabic (Darija). The discussions were audio-recorded, transcribed verbatim, and translated into English. The data were analyzed using thematic analysis following Braun and Clarke’s (2006) six-step framework, with an inductive coding approach. The findings indicate that students perceived ChatGPT as a useful tool for enhancing speaking practice by increasing confidence, reducing speaking anxiety, and supporting idea generation and vocabulary use through interactive feedback. However, participants also expressed concerns regarding the accuracy of responses, the risk of overreliance, and the limited authenticity of human-like interaction. The study concludes that ChatGPT can serve as a supportive tool for speaking development in EFL contexts when used critically and under guided pedagogical conditions. It contributes to the growing body of research on AI-assisted language learning by providing empirical evidence from Moroccan secondary school learners.
ChatGPT, EFL speaking skills, qualitative research, secondary education, AI-assisted feedback, Morocco
Breadth–Depth Interaction in ESP Vocabulary among Moroccan Mid-Professional Tourist Agents: Instructional Focus and Insights from the Dual-Route Cascaded Framework
This study investigates the breadth–depth interaction in English for Specific Purposes (ESP) vocabulary among Moroccan mid-professional tourist agents (MPTAs). A long-standing debate in vocabulary research concerns whether vocabulary breadth and depth represent distinct dimensions or different manifestations of a single underlying construct. To explore this issue, two instructional experiments were conducted in Marrakech (N = 10) and Agadir (N = 18). Results from the breadth-oriented experiment in Marrakech revealed a high vocabulary uptake rate of 6.67 words per contact hour, significantly exceeding the established benchmarks of 3.8 to 5.4 words per hour (Milton, 2009). However, despite these gains, statistical analysis yielded a weak correlation (r = 0.29) and high variance (SD = 27.66), suggesting uneven development across lexical dimensions. This pattern may be consistent with reliance on the direct lexical route proposed by the Dual-Route Cascaded (DRC) model (Coltheart et al., 2001), whereby rapid form–meaning mappings develop without corresponding growth in qualitative word knowledge. In contrast, the depth-oriented instruction in Agadir produced a very strong correlation (r = 0.94), indicating a substantially stronger relationship between vocabulary breadth and depth. This pattern may reflect a greater degree of statistical stability and more integrated lexical development, although further research is required to verify the cognitive mechanisms involved. Overall, the findings suggest that the breadth–depth relationship may be sensitive to instructional emphasis. Nevertheless, given the relatively small sample sizes, participant attrition across post-tests, and the wide confidence interval observed in the breadth-oriented condition, the findings should be interpreted cautiously and regarded as exploratory rather than conclusive. The study contributes to ongoing discussions concerning the dimensionality of vocabulary knowledge and highlights the potential role of instructional focus in shaping lexical development among learners in specialized ESP contexts.
Vocabulary breadth; Vocabulary depth; English for Specific Purposes (ESP); Instructional focus; Vocabulary dimensionality; Dual-Route Cascaded (DRC) model
How EFL Learners View Speaking Feedback: Artificial Intelligence vs. Human Instructors
This research examines the attitudes of Iraqi undergraduate students majoring in English as a Foreign Language (EFL) toward the shift from reliance upon instructor-provided feedback to reliance upon generative artificial intelligence (AI) for receiving speaking course feedback. With the expanding accessibility of generative AI tools, it is important to understand how learners may view this transition in order to develop effective instructional practices for teaching second language (L2) skills. To assess senior students' perceptions, descriptive survey methodology was utilized to administer a structured questionnaire to 53 senior students enrolled at the University of Kufa, College of Education. Results indicate that respondents perceive both teacher and AI-generated feedback positively, with a slight preference for receiving feedback from an instructor (M=3.96) compared to receiving AI-generated feedback (M=3.83). Respondents view teacher feedback to have the greatest motivating effect while also appreciating AI-generated feedback as providing immediate feedback and helping them gain confidence to engage in low-anxiety practice (e.g., through immediate feedback). Finally, this research demonstrates a positive relationship (r=0.62) between students' perceptions of teacher-generated and AI-generated feedback, indicating that those students who value receiving feedback via one source also perceive value from receiving feedback from the other source. The research, therefore, proposes a hybrid feedback model that incorporates AI for repetitive drills but maintains the role of teachers in providing emotional and nuanced support, offering a practical way to improve speaking results in an overcrowded Iraqi classroom.
Song-Based Instruction, Communication Anxiety, Moroccan EFL, Sequential Development, Oral Fluency, Affective Filter, Common Core Students
How Generative AI Tools Support the Learning of American Idioms: Insights from Moroccan Postgraduate Students
The present study seeks to explore the use of AI tools, attitudes, and perceived idiomatic knowledge among Moroccan students enrolled in EMI programs in higher education institutions. 178 participants, who were Moroccan Master’s students from the department of English studies from Faculties of Arts and Human Sciences, Meknes and Kenitra, participated in the present study. It should be noted that the employed research design involved a convergence approach. In order to accomplish the aim of the research, a well-structured questionnaire consisting of close- ended questions and reflective open-ended questions was applied. According to the results, 86.5% of participants make use of AI tools quite often. In accordance with that, ChatGPT, Claude, and Gemini were mentioned as the most used platforms. As for the attitudinal aspects, all 7 dimensions obtained more than scale average (M > 3.0). Ease of Use (M = 3.72) and Usefulness (M = 3.65) were rated the highest, followed by Retention (M = 3.16) as the lowest dimension. Average knowledge of idiom score was 2.64/5.0, with a sharp reduction in familiarity between idioms with transparent cultural backgrounds ('Under the weather', M = 3.97) and those with obscure cultural backgrounds ('Nailing Jell-O to the wall', M = 1.82). Frequency of use by AI was associated with positive attitude towards AI (rₛ = 0.372, p < .001), but not with idiomatic knowledge; neither was frequency of use by the participants. CEFR level had a trend but insignificant effect on idioms (F(2,175) = 2.889, p = .058). However, there was a significant effect comparing the Intermediate and C2 levels (p = .023). It is noteworthy that even combined, independent variables only accounted for 4.9% variance in idioms scores. Our findings highlight the importance of AI incorporation into EMI education using culturally sensitive approaches such as generating examples and voice interactions.
AI-mediated learning, idiom acquisition, EFL, CALL, Moroccan university students, American English idioms, ChatGPT, attitudinal perceptions, CEFR
Positive Emotional Stimuli and Vocabulary Achievement among Saudi EFL Students in a Reading and Vocabulary Building Course
Positive emotional stimuli can play an important role in vocabulary learning because they may help EFL students pay more attention, enjoy the class, and remember new words more effectively. This study examines how positive emotional stimuli may influence vocabulary lerning among Saudi EFL undergraduate students enrolled in a 14-week reading and vocabulary-building course at Qassim University. The study used a quasi-experimental pre-test/post-test design with two male class sessions, each consisting of 34 students. The target vocabulary includes 300 words selected from 10 reading passages. The experimental group received vocabulary instruction supported by positive emotional stimuli, while the control group received regular vocabulary instruction without the intervention. Students’ vocabulary achievement was measured using a pre-test and post-test. In addition, a final comprehensive vocabulary quiz (FCVQ) was used as supporting evidence from the course. Both groups improved by the end of the study; however, the experimental group achieved higher vocabulary gains. The post-test mean score for the experimental group was 44.90 out of 60, compared with 34.10 out of 60 for the control group. Similarly, the experimental group outperformed the control group in the final vocabulary quiz, with a mean score of 45.80 out of 60 compared with 33.40 out of 60 for the control group. This difference was statistically significant, p < .001. Overall, the findings indicate that positive emotional stimuli helped improve vocabulary achievement and made vocabulary learning more engaging and enjoyable for Saudi EFL students.
Positive emotional stimuli; vocabulary achievement; Saudi EFL students; reading passages; vocabulary learning; foreign language enjoyment
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Improving Speaking Skills through Songs: A Case Study of Moroccan EFL Classrooms
ABSTRACT Listening and speaking are "solicited but neglected" skills in the EFL context of Moroccan classrooms, often sidelined by a teacher-centered approach that focuses on covering the coursebook. Linguistically, this study parallels language acquisition, where the learner moves from a passive "sea of spoken language" to production by focusing on the importance of instruction that prioritises the development of these foundational skills. Adopting a mixed-methods, quasi-experimental approach working with seventy Common Core students and thirty teachers in Casablanca, the study assesses the impact of music instruction as a "creative strategy" to bridge the gap between curricula and classroom practice. The research highlights that the strategic use of melodic input contributes to reducing the "Affective Filter" and leads to a 94.3% boost in students' motivation, with a notable improvement in speaking fluency (91%) and vocabulary learning (88%). Through the induction of the "Song Stuck in My Head" (SSIMH) effect, music works as a cognitive bridge to repair long-standing oral deficits and break the "silent classroom" cycle. This study offers a game-changing pedagogical approach, demonstrating that when learners are able to transition from rote practice to "free and imaginative" language use, they can effectively use the target language.
Communication Anxiety, Oral Fluency, Affective Filter
Copyright (c) 2026 Rajaa Laghrissi, Ahmed Smirkou
Examining the Effects of Embodied Digital Storytelling on EFL Students’ Intercultural Learning
While digital storytelling (DST) has been widely adopted to support language learning, its potential for fostering intercultural learning remains insufficiently explored. This qualitative study investigates how Chinese university-level English as a Foreign Language (EFL) learners engage with embodied DST to explore intercultural learning and the types of cultural insights they develop through this process. Data were collected through semi-structured interviews with 15 undergraduate students and analysed using an inductive thematic approach. The findings indicate that learners’ engagement with embodied DST progressed from reliance on initial instructional scaffolding to more socially mediated and collaborative forms of interaction. In this process, DST functioned as a facilitator of intercultural meaning-making, a catalyst for reflective self-discovery, and a platform for collaborative learning. Furthermore, learners moved beyond the acquisition of factual cultural knowledge toward more critical and reflective understandings. They became increasingly aware of the linguistic, narrative, and technical challenges involved in representing cultural meanings. The study concludes that embodied DST can play multiple roles in promoting intercultural learning when supported by pedagogical designs that encourage engagement and critical reflection with cultural content. Accordingly, it highlights the need for educators to design structured activities that foster students’ critical awareness and Intercultural Communicative Competence (ICC) throughout the DST creation process.
EFL students, intercultural learning, digital storytelling, intercultural communicative competence
Chapelle, Beckett & Ranalli (2024). Exploring AI in Applied Linguistics: Book Review
Exploring AI in Applied Linguistics has edited by Carol A. Chapelle, Gulbahar H. Beckett, and Jim Ranalli. It was published in Iowa State University Digital Press, United States, in 2024. The chapters in this volume were developed from various conference proceedings, covering a broad range of topics on AI technologies, their uses and their implications for language learning, teaching and research. This book consists of fifteen chapters divided on four main section within introduction and conclusion chapters, these chapters are organized according to their general field of application. The chapters in the first part begins with research on AI and then on language learning, introducing language learners' past and present use of AI tools. The second part includes chapters covering studies that illustrate how skill assessment researchers describe and test ChatGPT's abilities across aspects of language assessment. While, the third part chapters cover the research issues developed by AI in applied linguistics. Finally, the part four chapters, address the issue of language teacher training. Moreover, foreshadows research trends on AI and its impact on applied linguistics, with a high level of new contributors to this volume. The aim of this review is to evaluate the book's scholarly and pedagogical contributions to applied linguistics, highlighting its innovations, limitations, and overall impact.
Copyright (c) 2026 Alanoud Alrashidi, Abeer Alharbi
Beyond the Curriculum: Aligning Critical Thinking Instruction with the Saudi Vision 2030 Human Capability Framework
This exploratory study investigates the conceptualisation of critical thinking among English language practitioners within Saudi Arabian higher education and evaluates the pedagogical strategies employed in its delivery relative to the Human Capability Development Programme (HCDP). Using a qualitative research design, semi-structured interviews were conducted with five senior English language educators operating within a university preparatory year programme, and the resulting data were interpreted using multi-staged thematic analysis. The findings reveal divergent practitioner definitions of critical thinking and expose a transferability paradox: educators steadfastly advocate for explicit L2 critical thinking instruction despite holding a shared belief that critical thinking is an inherently transferable cross-linguistic meta-skill. Additionally, while top-down textbook structures provide an immediate classroom scaffold, they reveal critical gaps in sustained teacher professional depth. Ultimately, this paper argues for a strategic transition from performative curriculum delivery to sophisticated, practitioner-focused cognitive training to maximize the return on educational investment within the Kingdom's strategic framework
Critical thinking, English Language Teaching (ELT), Saudi Vision 2030, Human Capability Development, Teacher professional development, Qualitative thematic analysis.
A bottom-up approach to the Feature Reassembly Hypothesis: Acquisition of the present perfect by Arabic learners of English
Data from prior research has provided evidence for L1 Arabic influence on the acquisition of L2 English present perfect (PP). However, little is known about what exactly is being transferred from L1 Arabic grammar to facilitate or hinder the acquisition of the English PP by Arabic speakers of English. This paper adopts a bottom-up approach to the Feature Reassembly Hypothesis (FRH) (Lardiere, 2012) to empirically compare PP feature mapping in English and Arabic, resulting in precise L1 Arabic transfer predictions for feature reassembly, which we then tested in an L2 acquisition study. The results revealed that Arabic L2 users of English (L2ers) made form-meaning associations based on the lexical aspect (telicity) and semantic interpretations of English PP contexts, which revealed new insights into L1-L2 feature reassembly in English PP acquisition that other approaches did not.