TEACHING EFL LISTENING IN MOROCCAN PUBLIC HIGH SCHOOLS

Yazarlar

  • Sidi Youssef El Baghdadi Ibn Zohr University, Morocco
  • Hicham Latif Ibn Zohr University, Morocco
  • Redouane Madaoui Ibn Zohr University, Morocco

DOI:

https://doi.org/10.46827/ejfl.v8i3.5640

Anahtar Kelimeler:

EFL listening- product approach- process approach

Öz

The listening skill is one of the most important, but challenging language skills to teach to EFL learners. However, the way it is generally taught in EFL contexts does not seem to be conducive to its acquisition. This study investigates the teaching of EFL listening in Moroccan public high schools. More specifically, it probes into how and how often the listening skill is taught. To this end, a mixed-method approach is adopted, which combines data from questionnaires, document analysis, interviews, and classroom observations collected from 158 teachers and 144 students who volunteered to participate in this study. The findings revealed that Moroccan public high school EFL teachers rarely teach listening due to various reasons. When they do teach it, though, they generally adopt a product-based approach that focuses mainly on testing comprehension. The study concludes with numerous pedagogical and research implications, such as the need for quality pre-service and in-service training in the teaching of EFL listening and the need for improving the quality and approach of listening materials and activities in the textbooks.

 

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Yazar Biyografileri

  • Sidi Youssef El Baghdadi, Ibn Zohr University, Morocco

    Sidi Youssef El Baghdadi is an English teacher and PhD researcher specializing in EFL listening, particularly within the Moroccan context. With over 23 years of teaching experience in various public high school and university settings, El Baghdadi holds a Master’s degree in Applied Linguistics and English Language Teaching. As a member of the Ibn Zohr Research Laboratory of Values, Society, and Development, his research interests encompass EFL listening and teacher education. He has been actively involved in teacher training and mentoring future educators and has published research on EFL listening, EFL writing, and problem behavior.

  • Hicham Latif, Ibn Zohr University, Morocco

    Hicham Latif is an associate professor of Interlanguage Pragmatics and Applied Linguistics at Ibn Zohr University in Agadir, Morocco. He has been teaching various undergraduate and graduate courses in different Moroccan Higher education Institutions for the past 25 years. He is also a member of the Ibn Zohr Research Laboratory of values, society, and development. He has supervised and published research in Interlanguage Pragmatics, Cross-cultural Pragmatics, and English Language Teaching and Learning.

  • Redouane Madaoui, Ibn Zohr University, Morocco

    Redouane Madaoui is an associate Professor at the school of Education, Ibn Zohr University, Agadir (Morocco). He holds a PhD in Applied Linguistics and TEFL from the Faculty of Education, Rabat. His current areas of research include EFL reading and listening pedagogy, teaching academic writing and teacher education.

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Yayınlanmış

2024-10-28

Sayı

Cilt 8 Sayı 3 (2024)

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