Islamic Ethics and EFL Learning: An Analysis of Moroccan Textbooks
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| Title: | Islamic Ethics and EFL Learning: An Analysis of Moroccan Textbooks |
|---|---|
| Language: | English |
| Authors: | Rachid Ed-dali |
| Source: | International Education Studies. 2025 18(5):29-41. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Islam, Ethics, Second Language Learning, English (Second Language), Textbook Evaluation, Foreign Countries, Curriculum Development, Discourse Analysis, Social Values, Altruism, Social Responsibility, Cultural Background, Cultural Influences, Religious Education |
| Geographic Terms: | Morocco |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This study critically analyzes the portrayal of Islamic ethics and Moroccan cultural values in two prominent EFL textbooks, "Ticket to English 1" and "English Horizons." Using qualitative content analysis and Critical Discourse Analysis (CDA), the study assesses how well fundamental Islamic principles such as compassion, modesty, and social responsibility are reflected in these educational materials. The results indicate a lack of direct references to Islamic teachings and a superficial treatment of Moroccan cultural heritage. Although ethical concepts like respect and kindness are included, they are presented without their Islamic context, leading to a disconnection from the students' cultural and religious backgrounds. Furthermore, mentions of cultural practices, including Ramadan and traditional family gatherings, are insufficiently explored, failing to represent the depth of Morocco's Islamic heritage, such as Quranic education and Islamic art. This study highlights the necessity for future textbooks to incorporate Islamic ethics and Moroccan traditions more effectively to enhance the learning experience and better align language education with cultural identity. Future research should consider evaluating EFL materials across different educational levels and conducting comparative analyses with textbooks from analogous cultural backgrounds. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485130 |
| Database: | ERIC |
| Abstract: | This study critically analyzes the portrayal of Islamic ethics and Moroccan cultural values in two prominent EFL textbooks, "Ticket to English 1" and "English Horizons." Using qualitative content analysis and Critical Discourse Analysis (CDA), the study assesses how well fundamental Islamic principles such as compassion, modesty, and social responsibility are reflected in these educational materials. The results indicate a lack of direct references to Islamic teachings and a superficial treatment of Moroccan cultural heritage. Although ethical concepts like respect and kindness are included, they are presented without their Islamic context, leading to a disconnection from the students' cultural and religious backgrounds. Furthermore, mentions of cultural practices, including Ramadan and traditional family gatherings, are insufficiently explored, failing to represent the depth of Morocco's Islamic heritage, such as Quranic education and Islamic art. This study highlights the necessity for future textbooks to incorporate Islamic ethics and Moroccan traditions more effectively to enhance the learning experience and better align language education with cultural identity. Future research should consider evaluating EFL materials across different educational levels and conducting comparative analyses with textbooks from analogous cultural backgrounds. |
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| ISSN: | 1913-9020 1913-9039 |
