Articles
<![CDATA[Environmental Knowledge, Attitudes and Behavior of English as Foreign Language Students: A Case Study In FLSH, Meknes, Morocco ]]>
<![CDATA[Laabidi, Hicham]]>;
<![CDATA[Charafi, Maryam]]>
<![CDATA[ Journal on Studies in English Language Teaching (JOSELT) Vol. 4 No. 2 (2023): JOSELT (Journal on Studies in English Language Teaching) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar ]]>
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<![CDATA[Morocco's environmental issues are worsening; making it critical to gauge the environmental knowledge, attitudes, and actions of the demographic deemed to carry on their treatment as a means to enhance the conduct of future generations towards the environment. Despite the rising corpus of research in this area, very limited studies addressed students’ environmental awareness, and some overlooked accounting for university students. This study intended to examine students' environmental awareness and how it influences their pro-environmental behavior. The study included 100 students from the School of Arts and Humanities, Meknes. Questionnaires were distributed online to collect data, which subsequently was analyzed using descriptive statistics. According to the study's findings, students' environmental awareness is positive and encouraging. The findings also revealed that a significant proportion of students were uninformed about environmental facts and did not engage in any environmental practices at all; indicating the need for a practical strategy to re-examine and reorient the approach of EE in the Moroccan context in order to ensure that it not only raises learners' environmental awareness but also fosters a sense of responsibility, which is critical in ensuring environmental sustainability.]]>
<![CDATA[The THE SCRAMBLE METHOD TO IMPROVE MEMORIZING SKILLS ENGLISH TENSES TOP OF HEAD IN COMMUNITY SERVICE ACTIVITIES ]]>
<![CDATA[Sa'diyah, Siti Halimatus]]>;
<![CDATA[Laabidi, Hicham]]>
<![CDATA[ Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 2 No. 2 (2024): November 2024 ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/interling.v2i2.1789
<![CDATA[This community service activity aims to provide improvements to students using the scramble method as one of the main methods for improving the ability to memorize tenses in learning English grammar. The method used a descriptive qualitative approach with a type of case study. The research location is class XII Madrasah Aliyah Ihyaul Islam. While the data collection used in this study included direct observation and unstructured interviews to determine the accuracy of the data. The results obtained from using the scramble method, students experience an increase in memorizing and understanding the tenses formula because students are invited to actively think by answering the questions given in a group and then arranging the questions to form sentences according to the tenses formula. And the activity also with play activities between groups. So that students can have fun playing but still get the intended results.]]>
<![CDATA[Measuring the Relationship Between Attitudes and Intentions to Participate in SLA Research: A Study of EFL Students at the School of Arts & Humanities of Meknés, Morocco ]]>
<![CDATA[Laabidi, Hicham]]>;
<![CDATA[El Harrath, Abdenbi]]>
<![CDATA[ ELT in Focus Vol. 6 No. 2 (2023): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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DOI: 10.35706/eltinfc.v6i2.9935
<![CDATA[This study was carried out to measure the relationship between undergraduate EFL students’ attitudes and behavioral intentions to participate in SLA research at the School of Arts and Humanities of Moulay Ismail University. This was a quantitative study that used descriptive-correlational design. The population of the study was all undergraduate EFL students at the School of Arts and Humanities of Moulay Ismail University. A validated Likert scale-based questionnaire was used to collect data from 115 participants selected through convenience sampling. Descriptive statistics such as percentages, means and standard deviations were used to measure students’ attitudes and intentions to participate in SLA research. While Spearman rank correlation, as a non-parametric test, was used to measure the relationship between attitudes and behavioral intention to participate in SLA research. The study found that EFL students have moderately positive attitudes towards participation in SLA research. Similarly, the study revealed that EFL students have a moderately positive intention to participate in SLA research. Spearman rank correlation yielded a coefficient of .703 indicating a strong positive correlation between attitudes and behavioral intention to participate in SLA research. The results of this study may be used as a basis for more research on attitudes towards participation in SLA research. Keywords: Attitudes, Behavior, Behavioral intention, SLA research, research participation.]]>
<![CDATA[The Impact of Teaching Experience on Professors’ Use of ICTs in the Teaching Process ]]>
<![CDATA[Laabidi, Hicham]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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DOI: 10.54923/jllce.v2i2.36
<![CDATA[Technology advancements have made learning more exciting for pupils of all levels. Many studies have shown that using current technology in the classroom benefits both teachers and students. It has fueled their drive to learn more using these new instruments. Thus, schools and other educational institutions have recognized the value of using computers to teach. This paper intends to investigate the influence of teaching experience and teachers’ age on the implementation of ICTs in the classroom. The data were analyzed using descriptive means and standard deviations. To assess the impact of teaching experience on computer use for pedagogical purposes, inferential statistics were used. Based on the independent variable of teaching experience, the results showed statistically significant variations in instructors' usage of new technologies in education., F (4,158) = 20.279, p < 0.05. The current study is highly significant in the sense that it is expected to come up with important findings with regard to the infusion and implementation of information technology in higher education. It provides significant knowledge that can be of great value to both researchers and professors in Morocco and in various parts of the world.]]>
<![CDATA[The Relationship between Teachers’ Level of Use of Critical Thinking and their Attitudes ]]>
<![CDATA[Laabidi, Youssouf]]>;
<![CDATA[Laabidi, Hicham]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 4 No. 1 (2023): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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DOI: 10.54923/jllce.v4i1.62
<![CDATA[The integration of critical thinking within the classroom enhances the educational experience by providing essential support to teachers in executing their responsibilities and fostering an environment where students can acquire knowledge more efficiently. This practice influences both instructional methods employed by teachers and the learning processes of students. In the context of Morocco, the majority of existing research underscores the significance of critical thinking within higher education. However, limited attention has been given to the implementation of critical thinking within Moroccan high schools. A considerable number of high school graduates lack proficient critical thinking abilities. As a result, it is imperative to incorporate critical thinking into education to facilitate the development of students' problem-solving skills and sound decision-making capabilities. This research endeavor seeks to explore whether a statistically noteworthy correlation exists between teachers’ level of use of critical thinking and their attitudes.]]>
<![CDATA[Investigating the Relationship between Students’ L2 Grammar Competence and Social Media Use ]]>
<![CDATA[Laabidi, Hicham]]>;
<![CDATA[Ouahbi, Soukaina]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 4 No. 1 (2023): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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DOI: 10.54923/jllce.v4i1.63
<![CDATA[Social media has been gaining popularity in the educational sector recently. Whether scholars support its educational use because of its benefits or whether they reject its use because of the stigma surrounding it, the use of social media has become quite a trend in the educational field. This study investigated the use of social media in relation to the grammatical competence of third year Moulay Ismail University, school of arts and humanities’ English department students. The two variables in question in this study were investigated quantitatively through the use of a survey that consisted of; first a grammatical test to test the students’ grammatical competence and second some statements that students had to answer; the statements were based on a 5 scale Likert scale. The findings of this study showed that the use of social media does influence the grammatical competence of Moroccan learners. Moreover, the different statistical tests proved that the two variables have a significant relationship.]]>
<![CDATA[Investigating the Status Quo of Writing Assessment Literacy among Moroccan EFL University Teachers: Perceptions and Practices ]]>
<![CDATA[Boumehdi, Ahlame]]>;
<![CDATA[Laabidi, Hicham]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v10i2.2028
<![CDATA[Assessing students’ writing skills is at the heart of teachers’ work in the English department studies of Moroccan universities. However, research has predominantly focused on student outcomes instead of paying close attention to investigate, assess, and quantify teachers’ writing assessment literacy. Against this background, the purpose of this descriptive quantitative study is to investigate the status quo of writing assessment literacy among Moroccan EFL university teachers in an attempt to draw a general picture about their writing assessment perceptions, and practices. To achieve this goal, an adapted version of Crusan et al.’s (2016) WAL questionnaire was administered to a convenient sample of 54 teachers from various Moroccan universities. The results unveil significant insights into the levels of teachers’ writing assessment literacy levels. In fact, the study reveals that teachers are favorably disposed towards writing assessment literacy. Yet, teachers’ level of assessment literacy was not fully mirrored in their practice given a plethora of challenges issued by the participants. The results further uncover that teachers have primarily developed their assessment literacy through on-the-job learning. The study’ findings have several pedagogical implications for training writing teachers and the enhancement of EFL writing assessment practices. Additionally, these findings are supposed to serve as a roadmap for future researchers to explore the topic from various perspectives.]]>
<![CDATA[Moroccan EFL students’ attitudes toward higher education reform: A TPB-based quantitative study ]]>
<![CDATA[Laabidi, Hicham]]>;
<![CDATA[Lahnech , Chaimaa]]>
<![CDATA[ Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/tefl.v4i2.1528
<![CDATA[The rapid evolution of the educational field demands continuous adaptation and reforms to meet the changing needs of students and society. Recognizing this necessity, this study investigates freshmen EFL students’ attitudes towards a newly implemented higher educational reform and identifies areas of support and concern regarding the new curriculum changes. Understanding these attitudes is crucial for the successful adoption and long-term impact of this reform. This study aims to examine freshmen EFL students’ attitudes toward the reform and pinpoint areas of support and concern. A comprehensive survey involving 217 students was administered, with their responses analyzed across multiple dimensions including anxiety, confidence, liking, and perceived usefulness of the reform. The findings reveal that while the overall attitude towards the reform is positive, with a mean score of 3.9370, there are significant concerns about specific aspects, such as the removal of the Final Year Project (FYP). Neutrality regarding the reform's impact on job market readiness was also noted among a notable segment of students, reflecting uncertainty. Based on these results, it is recommended to enhance practical skills integration, offer structured orientation programs, and establish continuous feedback mechanisms to ensure the reform meets students’ needs effectively.]]>
<![CDATA[The Effect of Age on English Professors’ Integration of the New Technologies in Teaching ]]>
<![CDATA[Laabidi, Hicham]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v1i1.11
<![CDATA[The integration of computer technologies in teaching has become a vital technique to prepare students to face the challenges of the 21st century. Indeed, today’s education systems have moved from a focus on information transformation through books, blackboards and chalks to a concentration on information processing via technological instruments, mainly computers, smart phones and tablets. Therefore, teachers are required to adopt these new technologies in their teaching practices. However, it is observed that there are several factors affecting teachers’ actual implementation of computer technology in different educational institutions. This paper aims to examine the impact of the age factor on English professors’ use of Information and Communication Technology (ICT) in Moroccan higher institutions. Descriptive analysis of means, and standard deviations were used to analyse the collected data. Also, inferential statistics, especially the ANOVA test, were employed to determine the impact of age on ICT adoptions. The findings revealed that there are statistically significant differences in the means of professors’ age when integrating ICT in instruction, F(3,159)=20.455,p<0.05.]]>
<![CDATA[Investigating the Status Quo of Writing Assessment Literacy among Moroccan EFL University Teachers: Perceptions and Practices ]]>
<![CDATA[Boumehdi, Ahlame]]>;
<![CDATA[Laabidi, Hicham]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v10i2.2028
<![CDATA[Assessing students’ writing skills is at the heart of teachers’ work in the English department studies of Moroccan universities. However, research has predominantly focused on student outcomes instead of paying close attention to investigate, assess, and quantify teachers’ writing assessment literacy. Against this background, the purpose of this descriptive quantitative study is to investigate the status quo of writing assessment literacy among Moroccan EFL university teachers in an attempt to draw a general picture about their writing assessment perceptions, and practices. To achieve this goal, an adapted version of Crusan et al.’s (2016) WAL questionnaire was administered to a convenient sample of 54 teachers from various Moroccan universities. The results unveil significant insights into the levels of teachers’ writing assessment literacy levels. In fact, the study reveals that teachers are favorably disposed towards writing assessment literacy. Yet, teachers’ level of assessment literacy was not fully mirrored in their practice given a plethora of challenges issued by the participants. The results further uncover that teachers have primarily developed their assessment literacy through on-the-job learning. The study’ findings have several pedagogical implications for training writing teachers and the enhancement of EFL writing assessment practices. Additionally, these findings are supposed to serve as a roadmap for future researchers to explore the topic from various perspectives.]]>
