Abstract: Amidst this unprecedented digitized impact on teaching/learning process, Yemeni EFL curriculum has not unfortunately experienced any official development on its micro-meso-macro levels to meet the up-to-date-future-innovative EFL needs since 1995-1996. This study investigated EFL writing needs of Grade 12 students on the light of this digital era mainly from the perception of students, EFL teachers and supervisors at public schools in in Al-Dhihaar and Al-Mashanah Districts, Ibb City. A qualitative-quantitative research design was applied using semi-structured interviews with five EFL Supervisors and an open-ended questionnaire with random sample of 356 students and 19 EFL teachers. Means, Standard Deviation, T-test and Mann-Whitney Test were used. The results showed that the current ELT Curriculum is merely too old-fashioned to meet the students’ EFL writing needs in terms of its learning objectives, content and materials. Also, the identified EFL writing needs were very highly perceived by the students and their EEFL teachers with slightly statistical significant differences for the teachers benefits. Also, there were statistically significant differences between males and females for the benefit of males. The findings confirms practical implications for Yemeni EFL Curriculum stakeholders that a large-scale Needs Analysis should be conducted as the cornerstone for developing the current traditional ELT Curriculum to meet Grade 12 students’ up-to-date EFL writing needs.
Abstract: Amidst this unprecedented digitized impact on teaching/learning process, Yemeni EFL curriculum has not unfortunately experienced any official development on its micro-meso-macro levels to meet the up-to-date-future-innovative EFL needs since 1995-1996. This study investigated EFL writing needs of Grade 12 students on the light of this digital era m...Show More
Abstract: The teaching of intercultural aspects of English Language Education (ELT) has gained a scholarly attention in intercultural language education studies. This study seeks to explore Moroccan teachers and students’ perceptions towards the teaching of the target culture(s) in Moroccan EFL classrooms, which are essentially marked by diversity in terms of cultures, languages and identities. The study starts from the hypothesis that there is an under-representation of the target language culture and its deep features in Moroccan EFL curricular and the focus is likely to be on the incorporation of surface elements of other foreign cultures. It also assumes that both students and teachers encounter many challenges in target culture teaching and learning due to students’ low linguistic level in English and due to the types of cultural contents included in textbooks. Based on data collected through quantitative and qualitative research, the findings reveal that there is a common preference among teachers and students toward the Anglophone cultures; however, given the outdated contents of textbooks and the ministry’s official guidelines emphasis on students’ language proficiency, there is a need for the integration of recent cultural capitals of the target culture in textbooks and teaching practices. The research recommends equal consideration of world cultures and realities in Moroccan EFL textbooks and discourses as well as further critical research engagement with EFL discourse that holds accountable for social justice and equity in language education.
Abstract: The teaching of intercultural aspects of English Language Education (ELT) has gained a scholarly attention in intercultural language education studies. This study seeks to explore Moroccan teachers and students’ perceptions towards the teaching of the target culture(s) in Moroccan EFL classrooms, which are essentially marked by diversity in terms o...Show More