Pub Date : 2024-05-05DOI: 10.32996/ijels.2024.6.2.6
Abdessallam Khamouja, Benmhammed Mohamed, El Ghouati Azize
Education is a critical tool for making a productive student equipped with the necessary skills that can help him be self-reliant and creative. This requires modern teaching pedagogies that put students at the heart of the learning process. In the Moroccan context, there have been different initiatives to reform the education system. This reform tried to implement modern teaching pedagogies that decrease teachers’ dominance in the classroom. The main purpose of the present study is to find out the relationship between teachers’ pedagogical practices and students’ creativity at the high school level after the pedagogical reform. Twenty students studying at the second-year baccalaureate level were selected from four high schools by using the convenience sampling technique. A mixed-methods approach is adopted in the current study. The participants are given a five-point Likert scale questionnaire to fill out and answer semi-structured interview questions. The findings indicate that there is a relationship between teachers’ teaching practices and students’ creativity.
{"title":"Examining the Relationship between Teachers’ Pedagogical Authority and Students’ Creativity in Moroccan Classrooms","authors":"Abdessallam Khamouja, Benmhammed Mohamed, El Ghouati Azize","doi":"10.32996/ijels.2024.6.2.6","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.6","url":null,"abstract":"Education is a critical tool for making a productive student equipped with the necessary skills that can help him be self-reliant and creative. This requires modern teaching pedagogies that put students at the heart of the learning process. In the Moroccan context, there have been different initiatives to reform the education system. This reform tried to implement modern teaching pedagogies that decrease teachers’ dominance in the classroom. The main purpose of the present study is to find out the relationship between teachers’ pedagogical practices and students’ creativity at the high school level after the pedagogical reform. Twenty students studying at the second-year baccalaureate level were selected from four high schools by using the convenience sampling technique. A mixed-methods approach is adopted in the current study. The participants are given a five-point Likert scale questionnaire to fill out and answer semi-structured interview questions. The findings indicate that there is a relationship between teachers’ teaching practices and students’ creativity.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"241 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-05DOI: 10.32996/ijels.2024.6.2.5
Ziyu Zhang, Yilei Yang, Zijun Mao
The aim of this study was to investigate the impact of self-identification and positive emotion intervention on college students' English reading comprehension. In the context of globalization, proficiency in English reading is crucial for effective cross-cultural communication and career advancement. However, previous research has primarily focused on the influence of self-efficacy on long-term learning, neglecting the examination-specific utilization of psychological adjustment strategies (such as positive emotional intervention) and its correlation with test performance and scores among students. Therefore, this study posits that through psychological adjustment and alleviation of test anxiety, positive emotional intervention and self-identification can facilitate improvements in English reading comprehension skills as well as enhance test coping abilities. A total of 61 non-English major college students were randomly selected and divided into two groups: “moderate self-identification group” and “high self-identification group”. Each group was further subdivided into an intervention group and a control group. The statistical software SPSS was employed to conduct descriptive statistics, correlation analysis, cluster analysis, and difference analysis in order to elucidate the relationship between positive emotions, self-identification, and English reading scores. These findings aim to provide novel insights for both the education industry and the psychological field. The results revealed that positive emotion intervention significantly influenced students' English reading test scores across different levels of self-identification. Specifically, students with a moderate level of self-identification exhibited improved performance after receiving positive emotion intervention, whereas those with a high level of self-identification maintained better performance without additional situational motivation. Furthermore, it was observed that reading materials of varying difficulty levels also impacted reading comprehension at an intermediate level of English proficiency. Overall, this study confirms the efficacy of positive emotion intervention in assisting students in effectively coping with challenges and enhancing their accuracy.
{"title":"The Effect of Self-identity and Positive Emotion Intervention on College Students' English Reading Study on the Correlation between Test Scores","authors":"Ziyu Zhang, Yilei Yang, Zijun Mao","doi":"10.32996/ijels.2024.6.2.5","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.5","url":null,"abstract":"The aim of this study was to investigate the impact of self-identification and positive emotion intervention on college students' English reading comprehension. In the context of globalization, proficiency in English reading is crucial for effective cross-cultural communication and career advancement. However, previous research has primarily focused on the influence of self-efficacy on long-term learning, neglecting the examination-specific utilization of psychological adjustment strategies (such as positive emotional intervention) and its correlation with test performance and scores among students. Therefore, this study posits that through psychological adjustment and alleviation of test anxiety, positive emotional intervention and self-identification can facilitate improvements in English reading comprehension skills as well as enhance test coping abilities. A total of 61 non-English major college students were randomly selected and divided into two groups: “moderate self-identification group” and “high self-identification group”. Each group was further subdivided into an intervention group and a control group. The statistical software SPSS was employed to conduct descriptive statistics, correlation analysis, cluster analysis, and difference analysis in order to elucidate the relationship between positive emotions, self-identification, and English reading scores. These findings aim to provide novel insights for both the education industry and the psychological field. The results revealed that positive emotion intervention significantly influenced students' English reading test scores across different levels of self-identification. Specifically, students with a moderate level of self-identification exhibited improved performance after receiving positive emotion intervention, whereas those with a high level of self-identification maintained better performance without additional situational motivation. Furthermore, it was observed that reading materials of varying difficulty levels also impacted reading comprehension at an intermediate level of English proficiency. Overall, this study confirms the efficacy of positive emotion intervention in assisting students in effectively coping with challenges and enhancing their accuracy.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"225 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-20DOI: 10.32996/ijels.2024.6.2.3
Ainian Tang, Jinyan Li, Qiumei Wang
Self-regulated learning is an active, conscious and reflective learning style which emphasizes that learners should monitor, evaluate and adjust their own learning process to achieve the best learning results. Good self-regulated motivation can help learners overcome difficulties in English learning and improve the effectiveness of English learning. The purpose of this study is to explore the self-regulated motivation of EFL undergraduates. This paper investigates the self-regulated motivation of EFL undergraduates in three universities in Guangxi to explore the current status of their self-regulated motivation and the demographic factors affecting their self-regulated motivation. This study adopts the form of a questionnaire to investigate the target group and draws conclusions by analyzing and summarizing the survey results using SPSS. The results of the survey showed that the self-regulated motivation of the participants was generally not high. Most of them were at a moderate level. Among them, participants’ participation and regulation of the learning environment, regulation of affect, regulation of the classroom environment, and task value activation were all at moderate levels. In addition, the survey results showed that gender and academic year did not have a significant impact on participants’ motivation levels. This study investigates the current situation of self-regulated motivation of EFL undergraduates, which has certain reference value for improving the learning motivation and learning ability of EFL undergraduates. These problems can be further explored in future studies to promote the cultivation of self-regulated learning ability of EFL undergraduates.
{"title":"Examining EFL Undergraduates’ Self-Regulated Motivation in English: A Survey Study","authors":"Ainian Tang, Jinyan Li, Qiumei Wang","doi":"10.32996/ijels.2024.6.2.3","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.3","url":null,"abstract":"Self-regulated learning is an active, conscious and reflective learning style which emphasizes that learners should monitor, evaluate and adjust their own learning process to achieve the best learning results. Good self-regulated motivation can help learners overcome difficulties in English learning and improve the effectiveness of English learning. The purpose of this study is to explore the self-regulated motivation of EFL undergraduates. This paper investigates the self-regulated motivation of EFL undergraduates in three universities in Guangxi to explore the current status of their self-regulated motivation and the demographic factors affecting their self-regulated motivation. This study adopts the form of a questionnaire to investigate the target group and draws conclusions by analyzing and summarizing the survey results using SPSS. The results of the survey showed that the self-regulated motivation of the participants was generally not high. Most of them were at a moderate level. Among them, participants’ participation and regulation of the learning environment, regulation of affect, regulation of the classroom environment, and task value activation were all at moderate levels. In addition, the survey results showed that gender and academic year did not have a significant impact on participants’ motivation levels. This study investigates the current situation of self-regulated motivation of EFL undergraduates, which has certain reference value for improving the learning motivation and learning ability of EFL undergraduates. These problems can be further explored in future studies to promote the cultivation of self-regulated learning ability of EFL undergraduates.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140681321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-05DOI: 10.32996/ijels.2024.6.2.1
Hassan Ait Hammou, Youcef Hdouch, L. M. Ouahidi
In order to shed light on the problem of student retention (a university's ability to retain its students), this paper analyzes the implementation of complexity theory in Moroccan universities. Tinto's (1975) Student Integration model served as its main reference. Through the lenses of nestedness and networked interactions, we examine the case of the English department at the factors affecting student retention at the English department and (b) build a model that will serve as an example for student retention there. In order to address the topic at hand, the study conceptualizes student retention as an emergent phenomenon brought on by component and agent interaction in a complex system. Data was gathered from freshmen English department students. EFA (exploratory factor analysis) and correlations were used to analyze the quantitative data. Statistically significant findings supported three of the five hypotheses. According to the research, four variables from the initial model were revealed by the EFA. The following variables are: (1) Initial goal and institutional commitment; (2) Social integration; (3) Family background; and (4) Academic integration. In a nutshell, this paper seeks to investigate how complexity perspectives might be used to construct student retention models that will guide institutional decision-making at Moroccan universities.
{"title":"Factors Affecting Student Retention: A Complex-Systemic Study of EFL Students at Cadi Ayyad University","authors":"Hassan Ait Hammou, Youcef Hdouch, L. M. Ouahidi","doi":"10.32996/ijels.2024.6.2.1","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.1","url":null,"abstract":"In order to shed light on the problem of student retention (a university's ability to retain its students), this paper analyzes the implementation of complexity theory in Moroccan universities. Tinto's (1975) Student Integration model served as its main reference. Through the lenses of nestedness and networked interactions, we examine the case of the English department at the factors affecting student retention at the English department and (b) build a model that will serve as an example for student retention there. In order to address the topic at hand, the study conceptualizes student retention as an emergent phenomenon brought on by component and agent interaction in a complex system. Data was gathered from freshmen English department students. EFA (exploratory factor analysis) and correlations were used to analyze the quantitative data. Statistically significant findings supported three of the five hypotheses. According to the research, four variables from the initial model were revealed by the EFA. The following variables are: (1) Initial goal and institutional commitment; (2) Social integration; (3) Family background; and (4) Academic integration. In a nutshell, this paper seeks to investigate how complexity perspectives might be used to construct student retention models that will guide institutional decision-making at Moroccan universities.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"33 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140736704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-05DOI: 10.32996/ijels.2024.6.2.2
Zizhu Zhao
Learners' emotions profoundly affect foreign language acquisition. According to the control value theory, foreign language learning boredom is a kind of negative emotion. Foreign language learning boredom can dampen learners' interest in foreign language learning, reduce the efficiency of foreign language acquisition, and have a negative impact on foreign language learning. In view of this, the article aims to outline the influencing factors affecting the emergence of foreign language learning boredom and propose corresponding measures to alleviate it. It is hoped that this will reduce the negative impact of boredom on foreign language learning, improve the efficiency of foreign language learning, and reduce the resistance to foreign language learning. It is also used to refine foreign language classroom teaching, alleviate the negative impact of boredom in foreign language classrooms, and improve classroom efficiency.
{"title":"Influencing Factors of Boredom Generation in Foreign Language Learning and Measures to Relieve It: A Perspective Paper","authors":"Zizhu Zhao","doi":"10.32996/ijels.2024.6.2.2","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.2","url":null,"abstract":"Learners' emotions profoundly affect foreign language acquisition. According to the control value theory, foreign language learning boredom is a kind of negative emotion. Foreign language learning boredom can dampen learners' interest in foreign language learning, reduce the efficiency of foreign language acquisition, and have a negative impact on foreign language learning. In view of this, the article aims to outline the influencing factors affecting the emergence of foreign language learning boredom and propose corresponding measures to alleviate it. It is hoped that this will reduce the negative impact of boredom on foreign language learning, improve the efficiency of foreign language learning, and reduce the resistance to foreign language learning. It is also used to refine foreign language classroom teaching, alleviate the negative impact of boredom in foreign language classrooms, and improve classroom efficiency.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"21 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140738834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.32996/ijels.2024.6.1.12
Taoufik ALAOUI HICHAMI, Sana Sakale
Considering the progress in research and innovation in higher education, promoting social change is a must to face the multifarious barriers that hinder the process of internationalising higher education in Morocco. Therefore, an implementation of Digital Citizenship (Ribble and Bailey, 2007; Mossberger and Tolbert, 2008; Ribble, 2012; Choi, 2016; Ribble and Park, 2019; Whitehead, 2019) provides opportunities for the internationalisation of the curriculum in higher education in Morocco. This quantitative study explores possibilities of internationalising higher education in Morocco by dealing with some Digital Citizenship elements to enhance collaboration on research between institutions, to increase awareness of the need for social change and to bridge the gap between university professors and students. The results show that Digital Citizenship is a prerequisite for higher education in Morocco to keep up with technological progress, call for social change and forge stronger links between Moroccan universities and their peers worldwide.
考虑到高等教育研究和创新的进步，促进社会变革是面对阻碍摩洛哥高等教育国际化进程的各种障碍的必要条件。因此，"数字公民"（Ribble and Bailey, 2007; Mossberger and Tolbert, 2008; Ribble, 2012; Choi, 2016; Ribble and Park, 2019; Whitehead, 2019）的实施为摩洛哥高等教育课程的国际化提供了机遇。本定量研究探讨了摩洛哥高等教育国际化的可能性，通过处理一些 "数字公民 "元素来加强机构间的研究合作，提高对社会变革需求的认识，并缩小大学教授与学生之间的差距。研究结果表明，"数字公民 "是摩洛哥高等教育跟上技术进步、呼吁社会变革以及加强摩洛哥大学与世界同行之间联系的前提条件。
{"title":"Prospects of Internationalising Higher Education in Morocco: A Digital Citizenship Perspective","authors":"Taoufik ALAOUI HICHAMI, Sana Sakale","doi":"10.32996/ijels.2024.6.1.12","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.1.12","url":null,"abstract":"Considering the progress in research and innovation in higher education, promoting social change is a must to face the multifarious barriers that hinder the process of internationalising higher education in Morocco. Therefore, an implementation of Digital Citizenship (Ribble and Bailey, 2007; Mossberger and Tolbert, 2008; Ribble, 2012; Choi, 2016; Ribble and Park, 2019; Whitehead, 2019) provides opportunities for the internationalisation of the curriculum in higher education in Morocco. This quantitative study explores possibilities of internationalising higher education in Morocco by dealing with some Digital Citizenship elements to enhance collaboration on research between institutions, to increase awareness of the need for social change and to bridge the gap between university professors and students. The results show that Digital Citizenship is a prerequisite for higher education in Morocco to keep up with technological progress, call for social change and forge stronger links between Moroccan universities and their peers worldwide.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140427140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.32996/ijels.2024.6.1.11
Jose Belda-Medina, Max Benjamin Goddard
Despite a rich body of research on digital storytelling within language education, studies focusing on its effects from an inclusive perspective remain scarce. This paper addresses the gap by exploring the impact of digital storytelling on vocabulary learning through an inclusive and diverse lens. It aims to fill this gap by pursuing three primary objectives: (1) examining pre-service teachers' prior knowledge of digital storytelling usage, (2) evaluating teacher candidates' digital skills in creating collaborative digital stories from an inclusive viewpoint, and (3) measuring the effect of using these inclusive digital stories on vocabulary learning among children aged 8-10. Employing a mixed-methods research design based on convenience sampling, the study involved 62 second-year college students from a teacher education program and 112 primary education children aged 8-10. The teacher candidates were first introduced to the benefits and limitations of digital storytelling in EFL contexts, followed by the creation of 12 digital stories reflecting an inclusive perspective, which were later implemented with the children. Quantitative and qualitative data were gathered through pre-post-tests, questionnaires, and class discussion, and analyzed using SPSS for quantitative analysis and QDA Miner for qualitative analysis. The findings revealed that teacher candidates exhibited proficient digital and critical thinking skills necessary for creating effective digital stories. The results showed a positive impact on vocabulary learning related to inclusive and diverse education among children, contributing to the understanding of digital storytelling's role in enhancing vocabulary acquisition and supporting the integration of inclusive digital narratives in language education.
{"title":"The Effect of Digital Storytelling on English Vocabulary Learning in Inclusive and Diverse Education","authors":"Jose Belda-Medina, Max Benjamin Goddard","doi":"10.32996/ijels.2024.6.1.11","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.1.11","url":null,"abstract":"Despite a rich body of research on digital storytelling within language education, studies focusing on its effects from an inclusive perspective remain scarce. This paper addresses the gap by exploring the impact of digital storytelling on vocabulary learning through an inclusive and diverse lens. It aims to fill this gap by pursuing three primary objectives: (1) examining pre-service teachers' prior knowledge of digital storytelling usage, (2) evaluating teacher candidates' digital skills in creating collaborative digital stories from an inclusive viewpoint, and (3) measuring the effect of using these inclusive digital stories on vocabulary learning among children aged 8-10. Employing a mixed-methods research design based on convenience sampling, the study involved 62 second-year college students from a teacher education program and 112 primary education children aged 8-10. The teacher candidates were first introduced to the benefits and limitations of digital storytelling in EFL contexts, followed by the creation of 12 digital stories reflecting an inclusive perspective, which were later implemented with the children. Quantitative and qualitative data were gathered through pre-post-tests, questionnaires, and class discussion, and analyzed using SPSS for quantitative analysis and QDA Miner for qualitative analysis. The findings revealed that teacher candidates exhibited proficient digital and critical thinking skills necessary for creating effective digital stories. The results showed a positive impact on vocabulary learning related to inclusive and diverse education among children, contributing to the understanding of digital storytelling's role in enhancing vocabulary acquisition and supporting the integration of inclusive digital narratives in language education.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"27 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140430133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-19DOI: 10.32996/ijels.2024.6.1.10
R. Bendraou
Critical pedagogy is an educational philosophy that aims to empower individuals and promote significant societal change. Paulo Freire emphasized the importance of using a dialogic approach as a teaching method to increase students' understanding of social issues by exposing them to difficult learning situations. Through this process, students cultivate their creativity, capacity for problem-solving, sociological consciousness, and advanced cognitive abilities. Therefore, curriculum designers should integrate pedagogical practices that conform to the identical standards of teacher-student rapport. This allows students to forge connections with the world and engage in a critical examination of it. Furthermore, it assists individuals in analyzing and assessing the information they acquire, whether it is communicated consciously or unconsciously, in relation to the social interactions and propaganda they encounter. This study aims to examine the extent to which Ticket to English 2, a designated Moroccan English as a Foreign Language (EFL) textbook, enhances students' critical thinking skills and encourages active citizenship in society. The analysis was carried out using progressive and critical discourse analysis, employing Fairclough's dimensions as a potential framework.
批判教学法是一种教育理念，旨在增强个人能力，促进重大社会变革。保罗-弗莱雷（Paulo Freire）强调，必须采用对话式教学法，通过让学生置身于困难的学习情境中，增强他们对社会问题的理解。在这一过程中，学生的创造力、解决问题的能力、社会学意识和高级认知能力都得到了培养。因此，课程设计者应结合符合师生关系相同标准的教学实践。这可以让学生与世界建立联系，并对世界进行批判性的审视。此外，它还能帮助个人分析和评估他们所获得的信息，无论这些信息是有意识还是无意识地传播，都与他们所遇到的社会交往和宣传有关。本研究旨在探讨摩洛哥英语作为外语（EFL）的指定教科书《Ticket to English 2》在多大程度上提高了学生的批判性思维能力，并鼓励学生在社会中发挥积极的公民作用。本研究采用渐进式和批判性话语分析法进行分析，并将费尔克拉夫的维度作为潜在框架。
{"title":"Critical Pedagogy: Investigating Critical Thinking Skills and Active Citizenship through Discourse Analysis in a Moroccan EFL Textbook","authors":"R. Bendraou","doi":"10.32996/ijels.2024.6.1.10","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.1.10","url":null,"abstract":"Critical pedagogy is an educational philosophy that aims to empower individuals and promote significant societal change. Paulo Freire emphasized the importance of using a dialogic approach as a teaching method to increase students' understanding of social issues by exposing them to difficult learning situations. Through this process, students cultivate their creativity, capacity for problem-solving, sociological consciousness, and advanced cognitive abilities. Therefore, curriculum designers should integrate pedagogical practices that conform to the identical standards of teacher-student rapport. This allows students to forge connections with the world and engage in a critical examination of it. Furthermore, it assists individuals in analyzing and assessing the information they acquire, whether it is communicated consciously or unconsciously, in relation to the social interactions and propaganda they encounter. This study aims to examine the extent to which Ticket to English 2, a designated Moroccan English as a Foreign Language (EFL) textbook, enhances students' critical thinking skills and encourages active citizenship in society. The analysis was carried out using progressive and critical discourse analysis, employing Fairclough's dimensions as a potential framework.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"83 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140451614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research paper examines how Colombian author Gabriel Garcia Márquez employs magic realism in his writings. This essay will look at the literary representations of reality and dreams in the twenty-first century. He used this strategy to create a plausible scenario that is influenced by Columbian culture in the book One Hundred Years of Solitude. The author wants to raise issues about the absurdity of life and encourage self-actualization. The mythical settlement of Macondo is situated in a realistic environment with some fantastic aspects. This study demonstrates how magic realism psychoanalysis may address some of the most challenging and important subjects in literature.
{"title":"Exploring the Elements of Magic Realism in American Literature with Reference to the Works of Gabriel García Márquez In, Particularly “One Hundred Years of Solitude.”","authors":"Marium Bushra, Nazma Shaheen, Mehreen Andaleeb, Farhat J Mukhtar","doi":"10.32996/ijels.2024.6.1.8","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.1.8","url":null,"abstract":"This research paper examines how Colombian author Gabriel Garcia Márquez employs magic realism in his writings. This essay will look at the literary representations of reality and dreams in the twenty-first century. He used this strategy to create a plausible scenario that is influenced by Columbian culture in the book One Hundred Years of Solitude. The author wants to raise issues about the absurdity of life and encourage self-actualization. The mythical settlement of Macondo is situated in a realistic environment with some fantastic aspects. This study demonstrates how magic realism psychoanalysis may address some of the most challenging and important subjects in literature.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research paper examines how Colombian author Gabriel Garcia Márquez employs magic realism in his writings. This essay will look at the literary representations of reality and dreams in the twenty-first century. He used this strategy to create a plausible scenario that is influenced by Columbian culture in the book One Hundred Years of Solitude. The author wants to raise issues about the absurdity of life and encourage self-actualization. The mythical settlement of Macondo is situated in a realistic environment with some fantastic aspects. This study demonstrates how magic realism psychoanalysis may address some of the most challenging and important subjects in literature.
{"title":"Exploring the Elements of Magic Realism in American Literature with Reference to the Works of Gabriel García Márquez In, Particularly “One Hundred Years of Solitude.”","authors":"Marium Bushra, Nazma Shaheen, Mehreen Andaleeb, Farhat J Mukhtar","doi":"10.32996/ijels.2024.6.1.8","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.1.8","url":null,"abstract":"This research paper examines how Colombian author Gabriel Garcia Márquez employs magic realism in his writings. This essay will look at the literary representations of reality and dreams in the twenty-first century. He used this strategy to create a plausible scenario that is influenced by Columbian culture in the book One Hundred Years of Solitude. The author wants to raise issues about the absurdity of life and encourage self-actualization. The mythical settlement of Macondo is situated in a realistic environment with some fantastic aspects. This study demonstrates how magic realism psychoanalysis may address some of the most challenging and important subjects in literature.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"98 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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