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Brigui, Hind
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Education

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Journal : Journal of English Language Teaching and Linguistics

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Unlocking Learners' Potential through Project-Based Learning: Factors Influencing Students’ Engagement in the EFL Classes Maalfi, Hind; Faryat, Amar; Brigui, Hind
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1521

Abstract

Engagement is widely recognized as a key factor in the success of the learning process. Project-based Learning (PjBL) seems to stand out as an approach promoting this factor. This qualitative case study explores how students engage in the PjBL classroom and investigates the key factors influencing students' engagement. This study used a convenience sampling method and took common core students as its population. Participants were taught through PjBL for 8 weeks. Data were collected through field observations during the implementation, and semi-structured interviews after the implementation. Data were analyzed using thematic analysis. Findings reveal considerable levels of students' behavioral, cognitive, emotional, agentic, and social engagement in the PjBL classroom. This paper also determined interest, collaboration, group dynamics, voice and choice, desire for achievement, and instructor support, as factors that enhance students' engagement. This approach is found to foster a supportive learning environment conducive to learning. Given its advantages, it deserves more attention from curriculum designers.
Unraveling Fossilization Among Moroccan EFL Learners: The Impact of Achievement Motivation, Multilingualism, and Cultural Exposure Iraqi, EL Yazid; Fertat, Chaimae; Brigui, Hind
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1698

Abstract

This study investigates interlanguage fossilization among Moroccan EFL learners, with focus on how achievement motivation, multilingualism, and cultural exposure effect the endurance of language errors. Using a mixed-methods approach, data were collected from 100 students across different Moroccan universities. The study used quantitative findings from questionnaires and fossilization detection tasks with qualitative data gathered through semi-structured interviews. Results show a clear inverted relationship between achievement motivation and fossilized errors, learners with higher motivation lean to make fewer grammatical mistakes. The data also show that multilingual learners who consistently immerse with English through cultural activities like watching films, joining language exchanges, or consuming online content demonstrate fewer persistent errors. Semi-structured interviews shed further light on how students’ linguistic backgrounds and cultural experiences form the way they discern their own language development. Although the findings highlight the complex relationship of psychological, linguistic, and socio-cultural factors in second language learning, they are limited by the study’s cross-sectional design, reliance on self-reported data, and a sample restricted to university students, which may affect generalizability. The study calls for practitioners to build motivation, embrace multilingual strengths, and reinforce active cultural engagement.
Co-Authors Faryat, Amar Fertat, Chaimae Iraqi, EL Yazid Maalfi, Hind