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.
Objectives and Key Themes
This study examines Moroccan EFL learners' attitudes toward World Englishes (WE) and native and non-native English-speaking teachers (NESTs & non-NESTs). It addresses the unequal treatment of Kachru's three concentric circles in research, focusing on expanding circle countries like Morocco. The study also explores the preference for NESTs over non-NESTs, a phenomenon lacking substantial research in the Moroccan context.
- Attitudes of Moroccan EFL learners towards World Englishes
- The preference for NESTs versus non-NESTs among Moroccan EFL learners
- The influence of social variables on attitudes toward English varieties and teachers
- The ability of Moroccan EFL learners to identify the origins of different English speakers
- Pedagogical implications for a Global Englishes-informed pedagogy
Table of Contents
- General Introduction
- Context of the Study
- Personal Motivation
- Academic Motivation
- Research Objectives
- Research Questions
- Problem Statement
- Significance of the Study
- Outline of the Study
- Literature Review
- Introduction
- A Profile of the Language Situation in Morocco
- The Spread of English in Morocco
- Who Speaks English Today?
- Ownership of English
- Innovations and Norms in World Englishes
- English as a Global Language: Advantages and Disadvantages
- The English Today Debate
- English Around the World
- Attitudes and Language Attitudes Studies
- NESTs and Non-NESTs
- Chapter Summary
- Methodology
- Introduction
- Restating the Objectives of the Study
- Restating the Study’s Research Questions
- The Research Site
- Mixed Methods Research Design
- Pilot Study
- The Design of the Main Research Instruments
- Data Analysis Procedures
- Research Skills and Professional Training
- Chapter Summary
- Results & Discussion: Moroccan EFL Learners’ Implicit Attitudes Towards Varieties of English Speech
- Results & Discussion: Moroccan EFL Learners’ Explicit Attitudes Towards Varieties of English Speech
- Results & Discussion: Moroccan EFL Learners’ Attitudes Towards Native and Non-Native English-Speaking Teachers
- Pedagogical Implications: Towards a Global Englishes-Informed Pedagogy
- Introduction
- Global Englishes
- Global Englishes Language Teaching
- Limitations of the Study
- Suggestions for Further Research
- Chapter Summary
Chapter Summaries
General Introduction: This introduction sets the stage for the study by outlining its context, motivations (personal and academic), objectives, research questions, problem statement, significance, and structure. It highlights the gap in research on Moroccan EFL learners' attitudes toward World Englishes and the native/non-native teacher debate.
Literature Review: This chapter provides a comprehensive overview of existing research on language attitudes, World Englishes, and the native/non-native teacher debate. It explores the sociolinguistic landscape of Morocco, the spread of English globally and within Morocco, different models for understanding the global spread of English, and various methods for measuring language attitudes. The chapter concludes by synthesizing the existing literature and identifying gaps that the current study aims to address.
Methodology: This chapter details the research design employed in the study. It justifies the use of a mixed-methods approach, outlining the procedures for the pilot studies and the main data collection instruments (verbal-guise task, questionnaires, and interviews). The chapter also describes the data analysis techniques used, including both qualitative and quantitative methods.
Results & Discussion: Moroccan EFL Learners’ Implicit Attitudes Towards Varieties of English Speech: This chapter presents the findings from the verbal-guise task, an indirect measure of implicit attitudes. It details the statistical analyses (ANOVA, MANOVA, PCA) used to analyze the data, focusing on the identification of main and interaction effects of social variables on learners' evaluations of different English varieties. The chapter also examines the accuracy of learners' identification of the speakers' origins.
Results & Discussion: Moroccan EFL Learners’ Explicit Attitudes Towards Varieties of English Speech: This chapter presents the results of the questionnaires used to elicit explicit attitudes toward different English varieties. It analyzes participants' responses to Likert scale items and multiple-choice questions, exploring their awareness of World Englishes and their preferences for particular varieties in different contexts (e.g., daily life, academic settings).
Results & Discussion: Moroccan EFL Learners’ Attitudes Towards Native and Non-Native English-Speaking Teachers: This chapter presents the quantitative and qualitative data regarding learners' attitudes toward NESTs and non-NESTs. It explores learners' experiences with both types of teachers, their preferences, and their perceptions of the strengths and weaknesses of each group. The analysis incorporates both questionnaire data and interview transcripts.
Pedagogical Implications: Towards a Global Englishes-Informed Pedagogy: This chapter discusses the pedagogical implications of the study's findings, drawing on the Global Englishes Language Teaching (GELT) framework. It explores how the results can inform curriculum design, teacher training, and assessment practices to promote a more inclusive and globally-aware approach to English language teaching.
Keywords
Kachru’s Concentric Circles, Global Englishes-Informed Pedagogy, Language Attitudes, Native English-Speaking Teachers, Native-Speakerism, Non-Native English-Speaking Teachers, World Englishes, Moroccan EFL Learners, Linguistic Variation, Multilingualism, ELT, Intercultural Communication
Frequently asked questions about the Language Preview
What is the main focus of this language preview?
This language preview provides a structured overview of a study examining Moroccan EFL learners' attitudes towards World Englishes (WE), native English-speaking teachers (NESTs), and non-native English-speaking teachers (non-NESTs). It also covers the preferences for NESTs over non-NESTs within the Moroccan context.
What key themes are explored in the study?
The study explores attitudes of Moroccan EFL learners towards World Englishes, the preference for NESTs versus non-NESTs, the influence of social variables on attitudes, the ability of learners to identify English speakers' origins, and pedagogical implications for a Global Englishes-informed pedagogy.
What topics are covered in the table of contents?
The table of contents outlines sections including a general introduction, literature review, methodology, results and discussion on implicit and explicit attitudes toward English varieties and teachers, and pedagogical implications towards a Global Englishes-informed pedagogy. It delves into the context of the study, motivations, research objectives, problem statement, significance, and a detailed overview of the language situation in Morocco, the spread of English, and relevant debates.
What does the general introduction chapter cover?
The general introduction establishes the context of the study, outlines personal and academic motivations, states research objectives, defines the problem statement, highlights the study's significance, and previews the overall structure. It specifically addresses the research gap concerning Moroccan EFL learners' attitudes toward World Englishes and the NEST/non-NEST teacher debate.
What is the focus of the literature review chapter?
The literature review provides a thorough examination of existing research on language attitudes, World Englishes, and the native/non-native teacher debate. It details the sociolinguistic landscape of Morocco, the global spread of English, and methodologies for evaluating language attitudes. The chapter synthesizes literature to identify gaps the current study aims to fill.
What does the methodology chapter detail?
The methodology chapter describes the research design, justifying the use of a mixed-methods approach. It outlines procedures for pilot studies, data collection instruments (verbal-guise task, questionnaires, interviews), and the data analysis techniques, including qualitative and quantitative methods.
What is the purpose of the results and discussion chapters regarding Moroccan EFL learners' implicit attitudes?
These chapters focus on findings from the verbal-guise task, an indirect measurement of implicit attitudes. It uses statistical analyses (ANOVA, MANOVA, PCA) to identify the effects of social variables on evaluations of different English varieties and the accuracy of learners' identification of speakers' origins.
What do the results and discussion chapters on explicit attitudes cover?
These chapters present the results of questionnaires designed to elicit explicit attitudes towards different English varieties. They analyze responses, exploring awareness of World Englishes and preferences for specific varieties across different contexts.
What do the results and discussion chapters about NESTs and non-NESTs cover?
These chapters present quantitative and qualitative data related to learners' attitudes toward native and non-native English-speaking teachers. The analysis explores learner experiences, preferences, and perceptions of strengths and weaknesses.
What is the focus of the pedagogical implications chapter?
The pedagogical implications chapter discusses how the study's findings can inform curriculum design, teacher training, and assessment practices within the framework of Global Englishes Language Teaching (GELT). The discussion promotes a more inclusive and globally-aware approach to English language teaching.
What are the key words associated with this study?
Key words include: Kachru’s Concentric Circles, Global Englishes-Informed Pedagogy, Language Attitudes, Native English-Speaking Teachers, Native-Speakerism, Non-Native English-Speaking Teachers, World Englishes, Moroccan EFL Learners, Linguistic Variation, Multilingualism, ELT, and Intercultural Communication.
- Quote paper
- Mustapha Mourchid (Author), 2025, Moroccan EFL Learners' Attitudes towards World Englishes and Native and Non-Native English-Speaking Teachers: Towards a Global Englishes-Informed Pedagogy, Munich, GRIN Verlag, https://www.grin.com/document/1589537
