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Islamic Ethics and EFL Learning: An Analysis of Moroccan Textbooks

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Bibliographic Details
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
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  Data: Islamic Ethics and EFL Learning: An Analysis of Moroccan Textbooks
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  Data: <searchLink fieldCode="AR" term="%22Rachid+Ed-dali%22">Rachid Ed-dali</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Education+Studies%22"><i>International Education Studies</i></searchLink>. 2025 18(5):29-41.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Islam%22">Islam</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Evaluation%22">Textbook Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Values%22">Social Values</searchLink><br /><searchLink fieldCode="DE" term="%22Altruism%22">Altruism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Responsibility%22">Social Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Education%22">Religious Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
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  Data: 1913-9020<br />1913-9039
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  Data: 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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 29
    Subjects:
      – SubjectFull: Islam
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Textbook Evaluation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Social Values
        Type: general
      – SubjectFull: Altruism
        Type: general
      – SubjectFull: Social Responsibility
        Type: general
      – SubjectFull: Cultural Background
        Type: general
      – SubjectFull: Cultural Influences
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      – SubjectFull: Religious Education
        Type: general
      – SubjectFull: Morocco
        Type: general
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      – TitleFull: Islamic Ethics and EFL Learning: An Analysis of Moroccan Textbooks
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