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EXPLORING MOROCCAN EFL STUDENTS' PERCEPTIONS OF FORMULAIC LANGUAGE EXPLICIT INSTRUCTION: INSIGHTS INTO ENGAGEMENT, RETENTION, AND PEDAGOGICAL IMPACT
Abstract
The present paper reports on a quantitative study that explored Moroccan EFL high school students’ attitudes and perceptions of explicit vocabulary instruction of formulaic language (FcL). A survey with 12 closed-ended items was sent to 51 students via Google Forms. The aim of the survey was to elicit the students’ perceptions of explicit instruction, vocabulary retention, language proficiency, motivation, and engagement. The overall findings revealed that the participants have positive perceptions of explicit instruction and explained that the treatment increased their vocabulary repertoire and language proficiency. This study offers comprehensive results of EFL learners’ perceptions of the explicit instruction of FcL and its effects on their language development, motivation, and engagement. These findings can yield important insights for better and more effective teaching practices in EFL contexts.
تتناول هذه الورقة دراسة كمية استكشفت مواقف وتصورات طلاب المدارس الثانوية المغربية من دارسي اللغة الإنجليزية كلغة أجنبية تجاه التدريس الصريح للمفردات الاصطلاحية. تم إرسال استبيان يحتوي على 12 سؤال مغلق إلى 51 طالبًا عبر برنامج جوجل فورم. كان الهدف من هذا الاستبيان هو استقصاء تصورات الطلاب بشأن التدريس الصريح، وتثبيت المفردات، والكفاءة اللغوية، والتحفيز، والمشاركة. أظهرت النتائج العامة أن المشاركين لديهم تصورات إيجابية حول التدريس الصريح، وأفادوا بأن هذا النهج ساعدهم على توسيع مفرداتهم وتحسين كفاءتهم اللغوية. تقدم هذه الدراسة نتائج شاملة حول تصورات متعلمي اللغة الإنجليزية كلغة أجنبية بشأن التدريس الصريح للعبارات الاصطلاحية وتأثيره على تطورهم اللغوي، وتحفيزهم، ومشاركتهم. ويمكن أن تسهم هذه النتائج في تقديم رؤى قيّمة نحو ممارسات تدريسية أكثر فاعلية في سياقات تعليم اللغة الإنجليزية كلغة أجنبية.
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DOI: http://dx.doi.org/10.46827/ejals.v8i2.615
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