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All Journal ASIAN TEFL Journal of English Language Teaching and Linguistics
Mouhssine Echcharfy
Chouaib Doukkali university
Education Languange, Linguistic, Communication & Media

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Exploring Intercultural Awareness among Moroccan EFL Pre-service Teachers Mouhssine Echcharfy
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.736

Abstract

With the status of English as a lingua franca and the high social mobility, one of the current goals of pre-service teacher training programs consists in preparing intercultural competent practitioners who are capable of teaching learners how to communicate effectively and appropriately in cross-cultural encounters. Thus, the scarcity of intercultural courses in such training programs may represent a serious challenge for them. In light of this, the present paper intends to explore Moroccan pre-service EFL teachers’ intercultural awareness. In view of Byram’s (1997) Model of intercultural competence, a three-point Likert scale questionnaire and a semi-structured interview were adopted. In consideration of a convenience sampling, the study included ninety (n=90) trainee teachers from different TEFL/TESOL programs and pre-service teacher training centers in Morocco. The findings revealed that pre-service EFL teachers exhibit desirable attitudes towards cultural diversity. Nevertheless, it was observed that the participants’ knowledge about the Moroccan and the American cultures is shallow. It also turned out that pre-service teachers’ lack the mediation skills, including critical cultural awareness that an intercultural speaker/intermediary needs in intercultural encounters. The study addresses several implications regarding teacher education.
Investigating Intercultural Teaching Competence among Moroccan Teachers in Tertiary Education Mouhssine Echcharfy
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(1), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (481.783 KB) | DOI: 10.21462/asiantefl.v4i1.71

Abstract

Intercultural learning is a new pedagogy that encourages learners to establish relationships between their own culture and the other culture, managing dysfunctions and mediating differences. These skills and others will enable learners to develop intercultural competence and help them become intercultural speakers/mediators (Byram, 1997). However, learners’ intercultural competence cannot be developed without an appropriate intervention and guidance on the part of the teacher who represents a central element in the intercultural learning process. Thus, the issue at stake is the degree to which teachers demonstrate knowledge of skills and competencies they need for the development of students’ intercultural competence and awareness. In this respect, the present study is an attempt to explore the extent to which the teachers’ competencies and skills meet the specifications formulated in the literature regarding intercultural teaching competence. It included 25 Moroccan university teachers who have already taught culture at the university. In line with the objective of the study, a five-point Likert scale questionnaire was adopted as a major data collection procedure. The results revealed that the majority of Moroccan university teachers demonstrated negative attitudes towards and lack of awareness regarding the intercultural teaching competencies provided. It also turned out that the majority of teachers’ competencies do not meet the specifications formulated in the literature, regarding intercultural teaching competence. In light of the results obtained, several implications are derived from the study for decision makers and teachers.
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
Co-Authors Mohamed Choujaa Nadia Hellalet