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All Journal Journal of English Language Teaching and Linguistics Mimbar Sekolah Dasar
Nadia Hellalet
Chouaib Doukkali University
Education

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Perspectives of Moroccan EFL Students on Collaborative Writing: The Case of Hassan II University Mohamed Choujaa; Nadia Hellalet; Mouhssine Echcharfy
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2024

Abstract

The need for transformative pedagogies is growing due to limitations inherent in lecture-based teaching. Collaborative learning is an excellent method for addressing some of these shortcomings. Collaboration provides ways that can be used by both instructors and students as they work together to develop content and facilitate student engagement through discussion and problem-solving. This will potentially enhance the sense of criticality in Moroccan EFL university students’ written texts. Therefore, the study’s objective is to investigate the benefits of collaborative writing from the perspective of Moroccan EFL University students. To accomplish this goal, a mixed-methods research design was employed using questionnaire data to obtain quantitative information and follow-up semi-structured interview data to provide qualitative insight into the responses. Convenience sampling was used to select 140 English majors from Hassan II University in Casablanca. The findings demonstrated that Moroccan Hassan II University EFL students recognized the significance of using collaborative, argumentative writing. The students argued that group writing allows them to discuss, exchange perspectives, share the workload, and learn from peer feedback. Nonetheless, writing collaboratively can be difficult for some participants, especially because it can involve communication problems, a lack of interest, and uneven participation. These difficulties pushed some respondents to sometimes prefer individual writing instead. Several implications for ensuring high-quality outcomes will be drawn from the results obtained
Exploring the Relationship between Self-Regulated Learning and Critical Thinking: The Role of Self-Reflection in Enhancing Higher-Order Thinking Skills Abdelmomen Khalil; Nadia Hellalet
Mimbar Sekolah Dasar Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.112

Abstract

This quantitative study assessed Critical Thinking (CT) proficiency, explored Self-Regulated Learning (SRL) strategies, and examined the relationships between SRL and CT and their components. Additionally, it examined the effect and predictive roles of SRL strategies in shaping CT skills and addressed the extent to which self-reflection mediates the effect of performance control on CT skills. The sample consisted of 150 students from Moroccan preparatory classes. The Collegiate Academic Achievement Proficiency (CAAP) Critical Thinking Test (CTT) was administered to assess CT proficiency. The Academic Self-Regulated Learning Questionnaire (ASRLQ) was used to examine SRL strategies. The results demonstrated students’ average level of CT and statistically significant correlations between the components of SRL and CT. Structural Equation Modeling (SEM) analysis indicated a statistically significant high path from SRL to CT (β = 0.75, SE = 0.07, t = 10.71, p < .001), confirming the effect of SRL on CT. Additionally, the findings of the mediation analysis with bootstrapping confirmed the indirect effect of self-reflection on the relationship between performance control and CT. This study highlights the importance of enhancing students' SRL strategies and the role of self-reflection in developing learners’ higher-order thinking skills. These findings highlight the use of differentiated instructional approaches that consider planning, monitoring, and reflection strategies as central mechanism for developing CT, metacognitive awareness and promote learner autonomy.
Co-Authors Abdelmomen Khalil Mohamed Choujaa Mouhssine Echcharfy