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Moroccan EFL Learners' Attitudes towards World Englishes and Native and Non-Native English-Speaking Teachers: Towards a Global Englishes-Informed Pedagogy

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Title: Moroccan EFL Learners' Attitudes towards World Englishes and Native and Non-Native English-Speaking Teachers: Towards a Global Englishes-Informed Pedagogy
Language: English
Authors: Mustapha Mourchid
Source: Online Submission. 2025Ph.D. Dissertation, Ibn Tofail University.
Peer Reviewed: N
Page Count: 496
Publication Date: 2025
Document Type: Dissertations/Theses - Doctoral Dissertations
Tests/Questionnaires
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Student Attitudes, Native Speakers, Language Teachers, Language Usage, Language Variation, Arabic, Dialects, French, Spanish, Attitudes, Language Attitudes, Measurement, Gender Differences, Age Differences, Educational Attainment, Self Efficacy, Language Proficiency, Social Influences
Geographic Terms: Morocco
Abstract: Today's changing sociolinguistic reality of English calls for a shift in paradigm in the field of English language teaching. Therefore, this study aims to examine Moroccan EFL learners' (MEFLLs) attitudes towards World Englishes (WE) and native and non-native English-speaking teachers (NESTs & non-NESTs). Firstly, building on the assumption that Kachru's three Concentric Circles have been treated unequally and that less scholarly research has been published on "expanding circle" countries, this study seeks to examine the attitudes of MEFLLs towards WE. Overall, although the study's findings show that MEFLLs tend to prefer inner circle Englishes, the participants surveyed are aware of English language variation and are willing to learn more about varieties of English speech. Secondly, departing from the assumption that EFL learners tend to show a preference for NESTs over non-NESTs and that there is a short supply of research into this phenomenon in Morocco, this study intervenes to explore the applicability of this assumption to MEFLLs. In this regard, the study's findings show that the participants' attitudes towards NESTs and non-NESTs are positive. The results also reveal that the Moroccan context seems to be a fertile setting for discussing WE- and NEST/non-NEST-related issues. On the one hand, the participants recognise and appreciate the sociolinguistic variation exhibited in the English language. On the other hand, the participants judge NESTs and non-NESTs in positive ways. Finally, the study concludes with several pedagogical implications for the choice of linguistic model(s) to be employed in EFL classrooms inside and outside Morocco.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672921
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED672921
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PubType: Dissertation/ Thesis
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IllustrationInfo
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  Data: Moroccan EFL Learners' Attitudes towards World Englishes and Native and Non-Native English-Speaking Teachers: Towards a Global Englishes-Informed Pedagogy
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025Ph.D. Dissertation, Ibn Tofail University.
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  Data: 496
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Speakers%22">Native Speakers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Variation%22">Language Variation</searchLink><br /><searchLink fieldCode="DE" term="%22Arabic%22">Arabic</searchLink><br /><searchLink fieldCode="DE" term="%22Dialects%22">Dialects</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Today's changing sociolinguistic reality of English calls for a shift in paradigm in the field of English language teaching. Therefore, this study aims to examine Moroccan EFL learners' (MEFLLs) attitudes towards World Englishes (WE) and native and non-native English-speaking teachers (NESTs & non-NESTs). Firstly, building on the assumption that Kachru's three Concentric Circles have been treated unequally and that less scholarly research has been published on "expanding circle" countries, this study seeks to examine the attitudes of MEFLLs towards WE. Overall, although the study's findings show that MEFLLs tend to prefer inner circle Englishes, the participants surveyed are aware of English language variation and are willing to learn more about varieties of English speech. Secondly, departing from the assumption that EFL learners tend to show a preference for NESTs over non-NESTs and that there is a short supply of research into this phenomenon in Morocco, this study intervenes to explore the applicability of this assumption to MEFLLs. In this regard, the study's findings show that the participants' attitudes towards NESTs and non-NESTs are positive. The results also reveal that the Moroccan context seems to be a fertile setting for discussing WE- and NEST/non-NEST-related issues. On the one hand, the participants recognise and appreciate the sociolinguistic variation exhibited in the English language. On the other hand, the participants judge NESTs and non-NESTs in positive ways. Finally, the study concludes with several pedagogical implications for the choice of linguistic model(s) to be employed in EFL classrooms inside and outside Morocco.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 496
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Native Speakers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Language Variation
        Type: general
      – SubjectFull: Arabic
        Type: general
      – SubjectFull: Dialects
        Type: general
      – SubjectFull: French
        Type: general
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Morocco
        Type: general
    Titles:
      – TitleFull: Moroccan EFL Learners' Attitudes towards World Englishes and Native and Non-Native English-Speaking Teachers: Towards a Global Englishes-Informed Pedagogy
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            NameFull: Mustapha Mourchid
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            – D: 20
              M: 05
              Type: published
              Y: 2025
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            – TitleFull: Online Submission
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