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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture International Journal of Qualitative Research Journal of Technology-Assisted Learning
Bendraou, Rachid
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Language, Media, and Education: Unpacking Gender Bias and Empowerment in Moroccan Society Bendraou, Rachid; Hichami, Taoufik Alaoui
International Journal of Qualitative Research Vol. 4 No. 3 (2025): March
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijqr.v4i3.1895

Abstract

This study investigates the impact of language on the perpetuation of male dominance and gender norms in Moroccan society from the perspective of six Moroccan EFL teachers. Utilizing in-depth interviews, the research investigates how linguistic practices in both the public and private domain provide support for patriarchal norms, which in turn constructs ideas of gender roles amongst both educators and their students. The findings show how language, through proverbs and dialogue exchanges, draws on male domination and marginalizes women's views. Participants stressed that hierarchies of language at schools and media representations help maintain masculinity as the favored position in privileged spaces over that of women as the inferior ones. However,  the study also finds emerging efforts by educators and activists pushing back against those norms through gender-sensitive curricula and inclusive communication strategies—these results illuminate language's role as a tool of oppression and as an instrument of defiance. By challenging the cultural and linguistic aspects that reinforce gender inequality, Moroccan education can play a notable role in promoting gender equality and giving a voice to marginalized groups.
CLIL Projects for Critical Thinking and Digital Citizenship in Moroccan Classrooms Bendraou, Rachid; ALAOUI HICHAMI, Taoufik
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i2.4027

Abstract

This study examines the effect of Content and Language Integrated Learning (CLIL) project-based learning, incorporating Moroccan culture and digital citizenship, on the critical thinking, cultural consciousness, and local identity of first-year middle school students in Morocco. The study employs a quasi-experimental design, involving an experimental group (n = 28) instructed using the CLIL strategy and a control group (n = 28) receiving traditional instruction. To evaluate progress in their critical thinking abilities and knowledge of Moroccan cultural traits, both groups were administered pre- and post-tests. The data was analysed using paired t-tests, which demonstrated a substantial increase in the post-test scores of the experimental group compared to the control group. These results indicate that integrating digital citizenship and local culture into CLIL can improve the critical thinking skills and cultural awareness of students. The significance of culturally applicable content and pedagogical approaches in the development of intercultural competence and awareness is underscored by the study. The results are limited by the small sample size and brief duration, indicating the necessity of additional research with larger, more diverse samples and extended time frames to verify them and investigate CLIL's effects in a variety of educational contexts.
The Importance of Academic Research Methodology for Architecture Students in Morocco Alaoui Hichami, Taoufik; Bendraou, Rachid
Journal of Technology-Assisted Learning Vol. 1 No. 2 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i2.8

Abstract

Since the paramount significance of doing scientific research in any domain is undeniable, even if the majority of students realise it until the late stages of their educational journey, this study identifies the importance of research methodology courses for architecture students in the Moroccan architecture national schools (Ecole Nationale d’Architecture). Based on an English teaching course at the national school of architecture of Tetouan in Morocco, fifth-year/semester 9 students had a course on research methodology in relation to their domain of architecture. An online structured questionnaire was shared with architecture students in the city of Tétouan in Morocco, based on their willingness and availability from September 2024 to January 2025; 30 out of 45 students responded to the online questionnaire. The results showed that research methodology is an important aspect for architecture students’ academic and professional careers. The implications of this study show that it is of paramount significance to include a course on research methodology in the ENAs of Morocco in order to urge architecture students to be productive in terms of academic research so as to boost their academic and professional profiles alike. In order to keep the spirit of sharing knowledge and expanding one’s knowledge and understanding about the different aspects of the research methodology, some recommendations are necessary to take into account, so as to facilitate the task for future research researchers in the academic research domain. An open discussion about the inclusion of academic research in scientific majors in the early years is needed to improve our understanding of why the majority of students neglect this vital aspect in their academic and professional careers.
Co-Authors ALAOUI HICHAMI, Taoufik Hichami, Taoufik Alaoui