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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
Language: English
Authors: Ayad Chraa (ORCID 0000-0001-6502-9013), Hanane Aqadoh (ORCID 0000-0001-8275-5025)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1496287
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  Data: 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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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ayad+Chraa%22">Ayad Chraa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6502-9013">0000-0001-6502-9013</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanane+Aqadoh%22">Hanane Aqadoh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8275-5025">0000-0001-8275-5025</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Applied+Linguistics%22"><i>Australian Journal of Applied Linguistics</i></searchLink>. 2026 9.
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  Data: 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/
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
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  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</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="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2209-0959
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Label: Abstractor
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1496287
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496287
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Intercultural Communication
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Morocco
        Type: general
    Titles:
      – TitleFull: 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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            NameFull: Ayad Chraa
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            NameFull: Hanane Aqadoh
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            – TitleFull: Australian Journal of Applied Linguistics
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