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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of English Language Teaching and Linguistics
Hind Brigui
Ibn Tofail University
Education

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Breaking the Silence: Understanding and Addressing High School Students’ Hesitation to Speak in English Chaimae Fertat; Yazid EL Iraqi; Hind Brigui
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i1.1850

Abstract

This research paper aims to investigate students’ reluctance to speak in English classes. Most secondary education teachers struggle with the issue of having students involved in speaking activities. The purpose of this paper is to study the correlation between students’ lack of motivation and reluctance to speak in English classes and to suggest ways to help teachers motivate their students to speak. An observation as well as a questionnaire were used to explore the research questions. Questionnaires were submitted to teachers while students’ behaviors inside English classes were observed and analysed. The findings show that motivation does, in fact, determine students’ engagement in speaking activities. They also reveal that there is a correlation between teachers not teaching speaking as a separate skill and students’ hesitation to speak in class. More importantly, among the implications of the current study is that adopting a learner-centered approach in teaching speaking provides a wide range of solutions to reach out to students and improve their learning experience.
Fostering Differentiated Instruction through AI Tools: Perceptions of In-Service Teachers in Morocco Abdelmounim Lagmidi; Abdessallam Khamouja; Belal Amedyaz; Hind Brigui
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.v11i2.1993

Abstract

While educational systems worldwide are rapidly embracing Artificial Intelligence (AI) tools, getting a deeper understanding of the way teachers perceive it is of great importance for a well-informed integration. Educational reforms in Morocco continuously emphasize inclusive practices and the inclusion of digital tools, which makes AI adaptation as a transformative tool in classroom instruction. This study investigates the perceptions of Moroccan in-service teachers regarding the use of AI tools to enhance Differentiated Instruction (DI). Adopting a quantitative design, data were collected through a questionnaire that was administered to a sample of 213 teachers across various Moroccan regions. The findings reveal a generally positive stance regarding the implementation of AI tools in promoting DI. However, this promising support comes with notable challenges, namely a lack of training, insufficient infrastructure, and the digital divide. This study contributes to existing literature by showing in-service teachers’ attitudes towards the integration of AI in assisting DI practices. It also offers practical recommendations for policymakers, curriculum designers, and teacher trainers seeking to incorporate inclusive practices through AI integration.
Co-Authors Abdelmounim Lagmidi Abdessallam Khamouja Belal Amedyaz Chaimae Fertat Yazid EL Iraqi