ARABIC USE IN MOROCCAN ENGLISH LANGUAGE CLASSROOMS: A MIXED-METHODS STUDY

Abdeghni Dahman, Zakariae El Idrissi

Abstract


This study examines the use of Arabic in Moroccan English language classrooms, focusing on its extent, pedagogical functions, and the factors influencing its use. It investigates whether teacher-related variables such as gender, age, and teaching experience affect the use of Arabic in English Language Teaching (ELT), as well as the reasons for its use across language skills (reading, listening, speaking, and writing) and linguistic components (grammar, vocabulary, and functions). The study also considers students’ use of Arabic and its possible relationship with classroom management issues, particularly disruptive behaviors such as noise. To address these objectives, a mixed-methods approach was adopted, combining classroom observations conducted in high schools in Fez with a questionnaire administered to English language teachers from different regions of Morocco, varying in gender, age, and teaching experience. The study aims to provide a clearer understanding of the role of Arabic in English language teaching and learning in the Moroccan context.

Keywords


Arabic use; English Language Teaching; mother tongue; classroom interaction; teachers’ attitude towards L1 use in ELT

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i3.6804

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