European Journal of Applied Linguistics Studies
type: channel
description: The European Journal of Applied Linguistics Studies serves as a peer-reviewed academic publication that provides a platform for the exchange of research findings and the propagation of insights within the field of applied linguistics. Here are key points about this journal: Research Papers: This journal offers a venue for the publication of original research papers that encompass a wide array of topics within the realm of applied linguistics. These papers facilitate the presentation of fresh discoveries, theories, and advancements in research associated with language application. Interdisciplinary Perspective: The journal actively fosters an interdisciplinary outlook, encouraging the fusion of knowledge from diverse interconnected disciplines. This approach seeks to comprehensively address the multifaceted challenges and dimensions encountered in the field of applied linguistics. Critical Analyses: In addition to research papers, the journal features critical evaluations of contemporary and pivotal issues within the sphere of applied linguistics. These analyses provide comprehensive and profound assessments of specific subjects, theories, and practices, delivering valuable insights for researchers and scholars in the domain of language application. Regional and Global Insight: The journal provides perspectives on linguistic matters, with a specific emphasis on European contexts, while concurrently exploring broader global concerns. This dual regional and global perspective is pivotal for understanding the intricate facets and dynamics of applied linguistics. Diverse Range of Linguistic Topics: The journal encompasses an extensive spectrum of subjects within applied linguistics. This includes language acquisition, sociolinguistics, language teaching methodologies, linguistic diversity, and various interrelated aspects of the domain. Scholars, researchers, linguists, language educators, and individuals deeply engaged with applied linguistics will find this journal to …
publisher: Open Access Publishing Group
language: en-US
publication name: European Journal of Applied Linguistics Studies
issn: 26020254
copyright: Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
items: THE ROLE OF MICROTEACHING IN ENHANCING PRE-SERVICE EFL TEACHERS’ SPEAKING SKILLS: A QUASI-EXPERIMENTAL STUDY
items: USING ARTIFICIAL INTELLIGENCE TO DEVELOP STUDENTS’ HARD AND SOFT SKILLS IN THE EFL CLASSROOM
items: GENDER DIFFERENCES IN MOTIVATION TOWARD LEARNING ENGLISH - THE ENGLISH DEPARTMENT STUDENTS OF UNIVERSITY MOHAMMED V AND CADI AYYAD UNIVERSITY AS A CASE STUDY

THE ROLE OF MICROTEACHING IN ENHANCING PRE-SERVICE EFL TEACHERS’ SPEAKING SKILLS: A QUASI-EXPERIMENTAL STUDY
type: item
description: This study investigates the impact of microteaching on the development of speaking skills among pre-service English as a Foreign Language (EFL) teachers at the École Supérieure de l’Éducation et de la Formation (ESEF). Although microteaching has traditionally been employed to develop pedagogical competence, its potential to enhance oral proficiency and reduce speaking anxiety remains underexplored. A quasi-experimental one-group pre-test/post-test design was adopted, involving 35 undergraduate pre-service teachers participating in six structured microteaching sessions. Data were collected through pre- and post-speaking tests assessing fluency, accuracy, pronunciation, and coherence, complemented by a perception questionnaire. Quantitative analysis revealed statistically significant improvements in all speaking components, while qualitative findings indicated increased confidence, reduced anxiety, and positive attitudes toward peer feedback and reflective practice. These results suggest that microteaching functions as a dual pedagogical and linguistic tool, promoting both professional development and communicative competence. The study highlights the importance of integrating iterative teaching practice, feedback, and self-reflection into teacher education programs to foster oral proficiency and instructional readiness among pre-service EFL teachers.
creator: Samia Moustaghfir
rights: Copyright (c) 2026 Samia Moustaghfir http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-05-09
publication date: 2026-05-09
volume: 9
number: 2
doi: 10.46827/ejals.v9i2.706

USING ARTIFICIAL INTELLIGENCE TO DEVELOP STUDENTS’ HARD AND SOFT SKILLS IN THE EFL CLASSROOM
type: item
description: Integrating Artificial Intelligence (AI) into education has become very important and urgent. Many teachers use AI to enhance students’ language skills. Research confirms that AI-powered tools help students develop hard skills and soft skills such as communication, collaboration, problem-solving, and critical thinking in the EFL classroom. In the Moroccan context, EFL learners face challenges not only in acquiring English language skills but also in building essential soft skills. This study explores the usefulness of AI-based tools in fostering these hard and soft skills within Moroccan EFL classrooms. This study uses a quantitative approach through an experiment that involves an experimental group and a control group. The results show that AI-assisted learning environments can significantly support the development of students’ English language proficiency and soft skills, particularly in communication, teamwork, critical thinking, and problem solving. The findings highlight both the potential and limitations of AI in EFL classrooms, emphasizing the need for appropriate technology, effective training, and curriculum adjustments. Finally, this study offers recommendations for teachers, education policymakers, and researchers to facilitate the successful integration of AI into EFL instruction across Morocco, helping students transition more smoothly to higher education and better preparing them for future challenges.
creator: Hicham Rahate Ellah
rights: Copyright (c) 2026 Hicham Rahate Ellah http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-05-15
publication date: 2026-05-15
volume: 9
number: 2
doi: 10.46827/ejals.v9i2.710

GENDER DIFFERENCES IN MOTIVATION TOWARD LEARNING ENGLISH - THE ENGLISH DEPARTMENT STUDENTS OF UNIVERSITY MOHAMMED V AND CADI AYYAD UNIVERSITY AS A CASE STUDY
type: item
description: Motivation‍‌‍‍‌ is arguably the most important factor for success in learning English as a Foreign Language (EFL), especially in higher education environments where students’ involvement and determination are the key factors to their learning results. This paper illustrates how gender is related to different motivational orientations for learning English among students of English departments at University Mohammed V and Cadi Ayyad University. Based on Self-Determination Theory, the study investigates the two primary categories of motivation: intrinsic and extrinsic motivation. Using a quantitative, descriptive-correlation research design, a structured questionnaire was distributed among undergraduate and graduate students who have been studying English for more than two years to collect data at the university level. The data collected were processed with descriptive statistics, independent samples t-tests, and regression analysis in order to assess students’ motivational levels and the ‍‌‍‍‌differences. These findings underscore the multifaceted and context-dependent nature of motivation in SLA and stress the significance of taking individual differences in language learning, self-concept, and sociocultural factors into account. Future research directions and pedagogical implications are explored.
creator: Majda Saadaoui
rights: Copyright (c) 2026 Majda Saadaoui http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-14
publication date: 2026-07-14
volume: 9
number: 2
doi: 10.46827/ejals.v9i2.721