The Effectiveness of the ECRIF Framework in Developing EFL Students' Engagement and Learning Outcomes: A Case Study of Moroccan Middle School Students
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| Title: | The Effectiveness of the ECRIF Framework in Developing EFL Students' Engagement and Learning Outcomes: A Case Study of Moroccan Middle School Students |
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| Language: | English |
| Authors: | Ayad Chraa (ORCID |
| Source: | Australian Journal of Applied Linguistics. 2026 9. |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education Grade 9 High Schools |
| Descriptors: | Foreign Countries, Middle School Students, Second Language Learning, English (Second Language), Learner Engagement, Second Language Instruction, Instructional Effectiveness, Grade 9, Language Tests, Grammar, Outcomes of Education, Academic Achievement, Intercultural Communication, Teaching Methods, Student Centered Learning |
| Geographic Terms: | Morocco |
| ISSN: | 2209-0959 |
| Abstract: | Recent shifts in education, particularly in English language teaching (ELT), have emphasized learner-centered approaches over teacher-centered ones. The ECRIF framework (Encounter, Clarify, Remember, Internalize, Fluently Use) is widely recognized for providing a practical roadmap for facilitating active, meaningful, and student-centered learning experiences. This study investigates its effectiveness in developing learning outcomes and engagement among Moroccan EFL middle school students. Data were collected from a sample of 67 ninth-grade students, using a pre-test, post-test, and feedback questionnaire. The results revealed that the ECRIF framework significantly enhanced students' performance in the grammar test compared to traditional instruction. While both instructional methods resulted in learning gains, the improvement observed in the control group was modest compared to the substantial progress made by the experimental group. The structured stages and interactive activities incorporated throughout the instructional session contributed to the positive impact of the ECRIF framework on the experimental group's achievement. The students expressed high levels of satisfaction and positive perceptions toward the ECRIF approach, as reflected in their responses to the feedback questionnaire. Overall, the present study demonstrated that the ECRIF activities used during the lesson not only improved students' learning outcomes but also maximized their engagement and participation. These findings suggest that the framework can effectively foster both student learning and engagement in the English classroom. To this end, the study calls for the integration of ECRIF framework to enhance learner-centered practices and improve educational outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496287 |
| Database: | ERIC |
| Abstract: | Recent shifts in education, particularly in English language teaching (ELT), have emphasized learner-centered approaches over teacher-centered ones. The ECRIF framework (Encounter, Clarify, Remember, Internalize, Fluently Use) is widely recognized for providing a practical roadmap for facilitating active, meaningful, and student-centered learning experiences. This study investigates its effectiveness in developing learning outcomes and engagement among Moroccan EFL middle school students. Data were collected from a sample of 67 ninth-grade students, using a pre-test, post-test, and feedback questionnaire. The results revealed that the ECRIF framework significantly enhanced students' performance in the grammar test compared to traditional instruction. While both instructional methods resulted in learning gains, the improvement observed in the control group was modest compared to the substantial progress made by the experimental group. The structured stages and interactive activities incorporated throughout the instructional session contributed to the positive impact of the ECRIF framework on the experimental group's achievement. The students expressed high levels of satisfaction and positive perceptions toward the ECRIF approach, as reflected in their responses to the feedback questionnaire. Overall, the present study demonstrated that the ECRIF activities used during the lesson not only improved students' learning outcomes but also maximized their engagement and participation. These findings suggest that the framework can effectively foster both student learning and engagement in the English classroom. To this end, the study calls for the integration of ECRIF framework to enhance learner-centered practices and improve educational outcomes. |
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| ISSN: | 2209-0959 |
