Since textbook evaluation is an interesting area in the field of applied linguistics, the present study intends to investigate Moroccan teachers’ perspectives concerning the EFL textbook “Visa to the World” designed for common core high school students in Morocco. It also aims to assess the effectiveness of this textbook which was suggested by the Moroccan Ministry of National Education as an instructional material for middle school students. This means that the researchers intend to highlight teachers’ attitudes towards the textbook through which students obtain the linguistic knowledge needed so as to communicate in English with native and non-native speakers. It is highly significant to mention that the study assesses the effectiveness of the textbook, “Visa to the World”, on the basis of seven main criteria: the physical appearance and format of the textbook, the accompanying materials, the content and the topics, the exercises and the activities, cultural presentation, the four skills and the language methods that the textbook adopts.
<p class="MsoNormal"><span style="font-size: 9pt; font-family: 'Times New Roman', serif;" lang="EN-US">The aim of the study at hand was to examine students' perceptions of game elements used in gamification application. ClassDojo, as a study case, was implemented class-wide in a Moroccan High School EFL classroom. Data was gathered and saved directly through the application. It is qualitative research that opted for structured interviews to collect data. The findings were evaluated in so far as class motivation, participation, cooperation, discipline, attendance, and classroom discourse are concerned. This study has shown a crystal clear improvement in terms of discipline, motivations and classroom participation, suggesting the great need to conduct more research with a view to determine if these areas could be positively or negatively impacted when integrating ClassDojo in classroom management on a large scale. The findings of this study are of much significance to decision makers, curriculum developers, syllabus designers, and teachers in both senior and junior schools in Morocco</span><span style="font-size: 9pt; font-family: Arial, sans-serif;" lang="EN-US">.</span></p>
<em>The implementation of computer technologies in education has become the main goal of many educational reforms throughout the globe. Like many other nations, the Moroccan kingdom has understood the importance of using computers in schools and universities. For this reason, the Moroccan government has launched numerous projects aiming at the diffusion of Information and Communication Technologies (ICT) in education system. To prepare students to face the challenges of the twenty-first century, teachers should integrate computer technologies into their teaching practices. These modern technologies are very beneficial for both teachers and students. They help teachers develop professionally through the use of various ways of teaching. Students, on the other hand, can increase their achievements in the sense that they access several materials. The use of ICT in classroom practices is extremely significant for providing opportunities for students to function appropriately in an information age. This paper aims to examine the relationship between professors’ use of computer technologies for pedagogical purposes and the levels of encouragement provided by their institutions. Descriptive analysis of means, and standard deviations were used to analyse the collected data. Also, inferential statistics, mainly Pearson Product Moment Correlation, were employed to account for this correlation. The findings revealed that there is a strong positive correlation between the two variables, r = 0.59, p < .01.</em>
This quantitative study investigates the multi-dimensional nature of institutional sexism, focusing on students' perceptions in an educational context. A self-designed scale is developed to assess the diverse manifestations of institutional sexism, including both its overt and subtle forms. A principal component analysis was conducted on the eight items of the institutional sexism climate scale to determine the latent variables that could be extracted from the perceived institutional sexism measure. Cronbach’s coefficient alpha was calculated to measure the scale reliability, and a t-test was run to examine differences in students’ perceptions of institutional sexism with respect to gender. Moreover, a correlation analysis was carried out to investigate whether the latent variables of institutional sexism correlate with each other. One intriguing finding of this study is that while no significant gender differences were found in the overall perceptions of institutional sexism, there were notable variations at the level of the parameters of institutional sexism. Female students tended to perceive the overt form of sexism embedded in teacher differential treatment, whereas male students showed greater awareness of its subtle form manifested in the masculine norms that govern the overall institutional climate. In addition, a positive correlation was identified between the two components of institutional sexism, which was consistent with previous research. The implications of the findings, as well as the contributions and recommendations for educational practice and future research, were discussed.
This article presents a comprehensive overview of the existing body of research investigating classroom interaction from a gender perspective. It takes into account different classroom levels and a wide range of topic areas, including both language and non-language classrooms. Selected studies from the 1970s to the present are carefully analysed and examined in terms of their findings and conclusions. The diverse methodological approaches employed in these studies, which include qualitative, quantitative, reports, and meta-analyses, further enrich the depth and breadth of this exploration. The results of most studies indicate that teachers often exhibit unconscious and unaware differential treatment towards male and female students, particularly in terms of the quantity of attention allocated to boys. Additionally, a significant finding emerges from the majority of the studies reviewed, highlighting that teachers predominantly control classroom discourse, resulting in male students monopolizing a considerable amount of interaction, while female students experience a state of relative invisibility. These findings underscore the need for increased awareness and understanding of gender dynamics in the classroom, emphasizing the need to address these disparities to promote inclusivity and equity in education.
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