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.
Table of Contents
GENERAL INTRODUCTION
0.1. CONTEXT OF THE STUDY
0.2. PERSONAL MOTIVATION
0.3. ACADEMIC MOTIVATION
0.4. RESEARCH OBJECTIVES
0.5. RESEARCH QUESTIONS
0.6. PROBLEM STATEMENT
0.7. SIGNIFICANCE OF THE STUDY
0.8. OUTLINE OF THE STUDY
CHAPTER 1. LITERATURE REVIEW
1.1. INTRODUCTION
1.2. A PROFILE OF THE LANGUAGE SITUATION IN MOROCCO
1.2.1. A Profile of Geography
1.2.2. The Languages and Language Varieties Used in Morocco
1.2.2.1. Arabic
1.2.2.1.1. Classical Arabic
1.2.2.1.2. Standard Arabic
1.2.2.1.3. Moroccan Colloquial Arabic
1.2.2.1.4. Moroccan Medial Arabic
1.2.2.2. Tamazight
1.2.2.3. French
1.2.2.4. English
1.2.2.5. Spanish
1.2.3. Language in the Education Charter of 2000 and Strategic Vision of 2015-2030
1.3. THE SPREAD OF ENGLISH IN MOROCCO
1.4. WHO SPEAKS ENGLISH TODAY?
1.5. OWNERSHIP OF ENGLISH
1.6. INNOVATIONS AND NORMS IN WORLD ENGLISHES
1.7. ENGLISH AS A GLOBAL LANGUAGE: ADVANTAGES AND DISADVANTAGES
1.7.1. Advantages of a Global Lingua Franca
1.7.2. Disadvantages of a Global Lingua Franca (the Dark Side of the Global Spread of English)
1.8. THE ENGLISH TODAY DEBATE
1.9. ENGLISH AROUND THE WORLD
1.9.1. The Tripartite Model of the Spread of English (ENL, ESL & EFL)
1.9.2. Representing English Speakers
1.9.2.1. Strevens’ (1980) World Map of English
1.9.2.2. Kachru’s (1985) Three Circle Model of World Englishes
1.9.2.2.1. Limitations of the Model: The Inner Circle
1.9.2.2.2. Limitations of the Model: The Outer Circle
1.9.2.2.3. Limitations of the Model: The Expanding Circle
1.9.2.2.4. Kachru’s (2005) Response to Jenkins’ (2003) Six Concerns
1.9.2.3. McArthur’s (1987) Circle of World English
1.9.2.4. Görlach’s (1988) Circle Model of English
1.9.2.5. Modiano’s (1999a) Centripetal Circles of International English and Modiano’s (1999b) English as an International Language
1.9.2.5.1. Modiano’s (1999a) Centripetal Circles of International English
1.9.2.5.2. Modiano’s (1999b) English as an International Language
1.9.2.6. Yano’s (2001) Cylindrical Model
1.9.2.7. Graddol’s (2006) Proficency-Based Model
1.9.2.8. Schneider’s (2007) Dynamic Model of the Evolution of Postcolonial Englishes
1.9.2.9. Pennycook’s (2009) 3D Transtextual Model of English Use
1.9.2.10. Haswell’s (2013) Global Model of English
1.9.2.11. Mahboob’s (2014) Language Variation Framework
1.9.2.12. Buschfeld & Kautzsch’s (2017) Extra- and Intra-territorial Forces Model (EIF)
1.9.3. Naming and Describing the English Language
1.10. ATTITUDES AND LANGUAGE ATTITUDES STUDIES
1.10.1. The Nature of Attitudes
1.10.1.1. Defining Attitude
1.10.1.2. Attitudes in Social Psychology
1.10.1.3. The Three Components of Attitude (Cognitive, Affective & Conative)
1.10.1.4. Attitudes and Related Terms
1.10.1.5. Mentalist and Behaviourist Theories of Attitudes
1.10.2. Language Attitudes
1.10.2.1. The Nature of Language Attitudes
1.10.2.2. Explicit and Implicit Language Attitudes
1.10.2.3. Why Study Language Attitudes?
1.10.2.4. Importance of the Study of Language Attitudes in Sociolinguistics
1.10.3. Approaches of Language Attitudes Measurement
1.10.3.1. The Societal Treatment Approach
1.10.3.2. The Direct Approach
1.10.3.3. The Indirect Approach
1.10.3.3.1. The Matched-Guise Technique
1.10.3.3.2. The Verbal-Guise Technique
1.10.3.4. The Mixed Approach
1.10.4. Previous Studies Investigating Attitudes towards Varieties of English Speech
1.11. NESTS AND NON-NESTS
1.11.1. The Native Speaker/Non-Native Speaker Dichotomy
1.11.2. Demystifying Native-Speakerism
1.11.3. Alternative Terms for Language Teachers’ Linguistic Identities: What’s in a Name?
1.11.4. The Native Speaker Fallacy
1.11.5. Native or Non-Native: Who’s Worth More?
1.11.6. Strengths and Weaknesses of NESTs and Non-NESTs
1.11.6.1. Strengths and Weakness of NESTs
1.11.6.1.1. Strengths of NESTs
1.11.6.1.2. Weaknesses of NESTs
1.11.6.2. Strengths and Weaknesses of Non-NESTs
1.11.6.2.1. Strengths of Non-NESTs
1.11.6.2.2. Weaknesses of Non-NESTs
1.11.7. Who Is a ‘Qualified’ Teacher?
1.11.8. Hiring Practices and Recruitment Discourses in the Field of ELT
1.11.9. Research on NESTs and Non-NESTs
1.12. CHAPTER SUMMARY
CHAPTER 2. METHODOLOGY
2.1. INTRODUCTION
2.2. RESTATING THE OBJECTIVES OF THE STUDY
2.3. RESTATING THE STUDY’S RESEARCH QUESTIONS
2.4. THE RESEARCH SITE
2.5. MIXED METHODS RESEARCH DESIGN
2.6. PILOT STUDY
2.6.1. The Initial Pilot Study
2.6.1.1. The Administration
2.6.1.2. Modifications Made
2.6.1.3. The Points to be Retained from the Intial Pilot Study
2.6.2. The Second Pilot Study
2.6.2.1. The Administration
2.6.2.2. Modifications Made
2.6.2.3. The Points to be Retained from the Second Pilot Study
2.6.3. The Final Pilot Study
2.6.3.1. The Administration
2.6.3.2. Modifications Made
2.6.3.3. The Points to be Retained from the Final Pilot Study
2.7. THE DESIGN OF THE MAIN RESEARCH INSTRUMENTS
2.7.1. Part I: Indirect Measure (the Verbal-Guise Task)
2.7.1.1. Sections of the Verbal-Guise Task
2.7.1.1.1. Section A of the Verbal-Guise Task
2.7.1.1.2. Section B of the Verbal-Guise Task
2.7.1.1.3. Section C of the Verbal-Guise Task
2.7.1.2. The Convenient Sample Recruited in the Verbal-Guise Task
2.7.1.3. The Selection of Background Variables
2.7.1.4. The Selection of the of Varieties of English Speech
2.7.1.5. The Extraneous Variables Controlled for in the Speech Samples
2.7.1.6. The Selection of the Personality Traits for the Bipolar Semantic- Differential Scale
2.7.1.7. The Selection and Justification of the Read Speech Passage as Speech Stimulus
2.7.2. Part II: Direct Measure (Online Questionnaires & Semi-Structured Interviews)
2.7.2.1. Questionnaire (MEFLLs’ Explicit Attitudes towards Varieties of English Speech)
2.7.2.2. Questionnaire (MEFLLs’ Attitudes towards Native & Non-Native English-Speaking Teachers)
2.7.2.3. Semi-Structured Interview
2.8. DATA ANALYSIS PROCEDURES
2.8.1. Qualitative Data Analysis Procedures
2.8.2. Quantitative Data Analysis Procedures
2.8.2.1. Analysis of Likert Scale Items and Multiple-Choice Questions
2.8.2.2. Overview of the Statistical Techniques Employed in the Data Analysis of the Verbal-Guise Task
2.8.2.2.1. The Suitability of the Data for Parametric Analysis
2.8.2.2.2. Analysis of Variance
2.8.2.2.3. Multivariate Analysis of Variance
2.8.2.2.4. Principal Component Analysis
2.9. RESEARCH SKILLS AND PROFESSIONAL TRAINING
2.10. CHAPTER SUMMARY
CHAPTER 3. RESULTS & DISCUSSION: MOROCCAN EFL LEARNERS’ IMPLICIT ATTITUDES TOWARDS VARIETIES OF ENGLISH SPEECH
3.1. INTRODUCTION
3.2. THE RESULTS OF THE VERBAL-GUISE TASK
3.2.1. Speaker Evaluation: Preliminary Data
3.2.2. Speaker Evaluations: All Traits
3.2.3. Principal Component Analysis: The Reduction of Data Collected
3.2.4. MEFLLs’ Evaluations of the Six English Varieties: Analysis according to Speaker Status and Speaker Solidarity
3.2.4.1. Speaker Status
3.2.4.2. Speaker Solidarity
3.2.4.3. Summary of MEFLLs’ Evaluations of the Six English Varieties in Terms of Speaker Status and Speaker Solidarity
3.3. THE MAIN EFFECTS OF MEFLLS’ SOCIAL VARIABLES ON SPEAKER EVALUATIONS
3.3.1. The Main Effects of Gender on MEFLLs’ Evaluations
3.3.1.1. Speaker Status
3.3.1.2. Speaker Solidarity
3.3.1.3. Summary of the Main Effects of Gender on MEFLLs’ Evaluations
3.3.2. The Main Effects of Age on MEFLLs’ Evaluations
3.3.2.1. Speaker Status
3.3.2.2. Speaker Solidarity
3.3.2.3. Summary the Main Effects of Age on MEFLLs’ Evaluations
3.3.3. The Main Effects of Education on Moroccan EFL Learners’ Evaluations
3.3.3.1. Speaker Status
3.3.3.2. Speaker Solidarity
3.3.3.3. Summary of the Main Effects of Education on MEFLLs’ Evaluations
3.3.4. The Main Effects of Self-Perceived Proficiency in English on MEFLLs’ Evaluations
3.3.4.1. Speaker Status
3.3.4.2. Speaker Solidarity
3.3.4.3. Summary of the Main Effects of Self-Perceived Proficiency in English on MEFLLs’ Evaluations
3.3.5. The Main Effects of English Language Learning Period on MEFLLs’ Evaluations
3.3.5.1. Speaker Status
3.3.5.2. Speaker Solidarity
3.3.5.3. Summary of the Main Effects of English Language Learning Period on MEFLLs’ Evaluations
3.3.6. The Main Effects of Living-Abroad Experience on MEFLLs’ Evaluations
3.3.6.1. Speaker Status
3.3.6.2. Speaker Solidarity
3.3.6.3. Summary of the Main Effects of Living-Abroad Experience on MEFLLs’ Evaluations
3.3.7. Summary of Main Effects of MEFLLs’ Social Variables on Speaker Evaluations
3.4. THE INTERACTION EFFECTS OF MEFLLS’ SOCIAL VARIABLES AND SPEAKER EVALUATIONS
3.4.1. American English Speaker Status
3.4.2. American English Speaker Solidarity
3.4.3. British English Speaker Status
3.4.4. British English Speaker Solidarity
3.4.5. Indian English Speaker Status
3.4.6. Indian English Speaker Solidarity
3.4.7. Filipino English Speaker Status
3.4.8. Filipino English Speaker Solidarity
3.4.9. Japanese English Speaker Status
3.4.10. Japanese English Speaker Solidarity
3.4.11. Thai English Speaker Status
3.4.12. Thai English Speaker Solidarity
3.4.13. Summary of the Interaction Effects of MEFLLs’ Social Variables on Speaker Evaluations
3.5. MEFLLS’ IDENTIFICATIONS AND MISIDENTIFICATIONS OF SPEAKERS’ ORIGINS
3.5.1. MEFLLs’ Overall Correct and Incorrect Identification Rate
3.5.2. MEFLLs’ Identification and Misidentification Patterns of Speakers’ Origins
3.5.3. The Effects of MEFLLs’ Identifications and Misidentifications of Speakers’ Origins on Evaluations
3.6. RELATING THE FINDINGS TO RESEARCH QUESTIONS ONE, TWO AND THREE
3.6.1. Research Question One: What Are The Participants’ Implicit Attitudes Towards the Selected Varieties Of English?
3.6.2. Research Question Two: What Social Variables (If Any) Appear to Be Significant in Determining Moroccan EFL Learners’ Attitudes towards the Selected Varieties Of English?
3.6.3. Research Question Three: Are Moroccan EFL Learners Able to Identify the Origins of the Speakers of the Selected Varieties of English?
3.7. CHAPTER SUMMARY
CHAPTER 4. RESULTS & DISCUSSION: MOROCCAN EFL LEARNERS’ EXPLICIT ATTITUDES TOWARDS VARIETIES OF ENGLISH SPEECH
4.1. INTRODUCTION
4.2. THE ROLE OF WORLD ENGLISHES ON MEFLLS’ ATTITUDES
4.2.1. Likert Scale Question One
4.2.2. Likert Scale Question Two
4.2.3. Likert Scale Question Three
4.2.4. Likert Scale Question Four
4.2.5. Likert Scale Question Five
4.2.6. Likert Scale Question Six
4.2.7. Likert Scale Question Seven
4.3. MEFLLS’ EXPLICIT ATTITUDES TOWARDS VARIETIES OF ENGLISH
4.3.1. Multiple-Choice Question One
4.3.2. Multiple-Choice Question Two
4.3.3. Multiple-Choice Question Three
4.3.4. Multiple-Choice Question Four
4.4. RELATING THE FINDINGS TO RESEARCH QUESTIONS FOUR AND FIVE
4.4.1. Research Question Four: What Role Do World Englishes Play on the Participants’ Attitudes towards the Selected Varieties of English?
4.4.2. Research Question Five: What Are the Participants’ Explicit Attitudes towards the Selected Varieties of English?
4.5. CHAPTER SUMMARY
CHAPTER 5. RESULTS & DISCUSSION: MOROCCAN EFL LEARNERS’ ATTITUDES TOWARDS NATIVE AND NON-NATIVE ENGLISH-SPEAKING TEACHERS
5.1. INTRODUCTION
5.2. QUANTITATIVE DATA
5.2.1. Moroccan EFL Learners’ Previous Experience with NESTs
5.2.2. MEFLLs’ Most Important Reason for Studying English
5.2.3. Preference for Classes with a NES teacher
5.2.4. Preference for Classes with a NNES
5.2.5. Preference for Classes both with Native and Non-Native English-Speaking Teachers
5.2.6. MEFLLs’ Attitudes towards EFL Teachers’ Origin
5.2.7. The Importance of the Teacher's L1
5.2.8. MEFLLs’ Choice of Language School
5.2.9. Multilingual Teachers
5.2.10. Native EFL Teachers Acting as Better Role Models than Non-native Teachers
5.2.11. Native Teachers' Inability to Answer all Students' Questions
5.2.12. Grammar
5.2.13. Accent
5.2.14. Satisfaction with Non-NESTs
5.2.15. Satisfaction with both NESTs and Non-NESTs
5.2.16. Non-NESTs Working as LETs Only
5.3. QUALITATIVE DATA
5.3.1. Characteristics of a ‘Good’ English Teacher
5.3.2. Non-NESTs’ Strengths
5.3.3. Non-NESTs’ Weaknesses
5.3.4. NESTs’ Strengths
5.3.5. NESTs’ Weaknesses
5.3.6. NESTs vs. Non-NESTs
5.4. RELATING THE FINDINGS TO RESEARCH QUESTIONS SIX AND SEVEN
5.4.1. Research Question Six: What Are the Attitudes of Moroccan EFL Learners towards Native and Non-Native English-Speaking Teachers?
5.4.2. Research Question Seven: From the Perspective of Moroccan EFL Learners, What Are the Strengths and Weaknesses of Native and Non-Native English-speaking teachers?
5.5. CHAPTER SUMMARY
CHAPTER 6. PEDAGOGICAL IMPLICATIONS: TOWARDS A GLOBAL ENGLISHES-INFORMED PEDAGOGY
6.1. INTRODUCTION
6.2. GLOBAL ENGLISHES
6.2.1. World Englishes
6.2.2. English as an International Language
6.2.3. English as a Lingua Franca
6.2.4. The Multilingual Turn
6.2.5. Translanguaging
6.2.6. Using the Paradigms
6.2.7. Paradigmatic Shifts to Innovate English Language Teaching
6.3. GLOBAL ENGLISHES LANGUAGE TEACHING
6.3.1. Introducing Global Englishes Language Teaching
6.3.2. Proposals for Change
6.3.2.1. Increasing World Englishes and ELF Exposure in Language Curricula
6.3.2.2. Emphasising Respect for Multilingualism in ELT
6.3.2.3. Raising Awareness of Global Englishes in ELT
6.3.2.4. Raising Awareness of ELF Strategies in Language Curricula
6.3.2.5. Emphasising Respect for Diverse Cultures and Identities in ELT
6.3.2.6. Changing English Teacher Hiring Practices in the ELT Industry
6.3.3. Theory to Practice
6.3.3.1. Dimension 1: Target Interlocutors
6.3.3.2. Dimension 2: The Ownership of English
6.3.3.3. Dimension 3: Target Culture
6.3.3.4. Dimension 4: Linguistic Norms
6.3.3.5. Dimension 5: Teachers
6.3.3.6. Dimension 6: Role Models
6.3.3.7. Dimension 7: The Sources of Instructional Materials
6.3.3.8. Dimension 8: Positioning of Other Languages and Cultures
6.3.3.9. Dimension 9: Needs
6.3.3.10. Dimension 10: The Goals of Learning
6.3.3.11. Dimension 11: Assessment Criterion
6.3.3.12. Dimensions 12 and 13: Ideology and Theoretical Orientation
6.3.4. Practical Applications for Language Educators
6.3.4.1. Dimension 1: Target Interlocutors
6.3.4.2. Dimension 2: The Ownership of English
6.3.4.3. Dimension 3: Target Culture
6.3.4.4. Dimension 4: Linguistic Norms
6.3.4.5. Dimension 5: Teachers
6.3.4.6. Dimension 6: Role Models
6.3.4.7. Dimension 7: The Sources of Instructional Materials
6.3.4.8. Dimension 8: Positioning of Other Languages and Cultures
6.3.4.9. Dimension 9: Needs
6.3.4.10. Dimension 10: The Goals of Learning
6.3.4.11. Dimension 11: Assessment Criterion
6.3.4.12. Dimensions 12 and 13: Ideology and Theoretical Orientation
6.4. LIMITATIONS OF THE STUDY
6.5. SUGGESTIONS FOR FURTHER RESEARCH
6.6. CHAPTER SUMMARY
THESIS CONCLUSION
REFERENCES
Research Objectives & Key Thematic Areas
This thesis investigates the attitudes of Moroccan English as a Foreign Language (EFL) learners towards World Englishes and both native and non-native English-speaking teachers. The research explores the extent to which these learners perceive sociolinguistic variations in English and their preference for different English language models, ultimately aiming to develop a Global Englishes-informed pedagogical framework suitable for the Moroccan educational context.
- Attitudes towards various global Englishes (Inner, Outer, and Expanding Circles).
- Perceptions and preferences regarding native versus non-native English-speaking teachers.
- Identification of sociolinguistic variables (e.g., gender, age, education) influencing language attitudes.
- Pedagogical reforms towards a Global Englishes-informed approach in the Moroccan classroom.
- Analysis of implicit and explicit learner attitudes through mixed methodological approaches.
Excerpt from the Thesis
0.1. Context of the Study
The level of multilingualism in Morocco has produced a sense of linguistic complexity that offers “a fertile ground for original research and expanded study” (Kachoub, 2021, p. 1). The languages spoken in Morocco can be classified into three types: local (official), colonial and foreign languages. The official languages are Standard Arabic and Tamazight, as indicated in the 2011 constitution (R’boul, 2020a). French and Spanish are colonial languages as their presence has been due to colonial policies in the 20th century. English, however, has no colonial legacy in Morocco (Buckner, 2011), as it is mainly used as a foreign language in sectors like education and tourism. After Morocco gained its independence in 1956, English has been viewed as “a language of prestige, and of wider communication, which offers what is best in the field of development, know-how, and technology” (Benmansour, 1996, p. 1). This fever for learning English “has affected people from all walks of life and age groups” (Benmansour, 1996, p. 18).
Summary of Chapters
GENERAL INTRODUCTION: Provides the research background, outlining the study's scope, objectives, research questions, and the significance of investigating attitudes towards World Englishes and teachers in the Moroccan context.
CHAPTER 1. LITERATURE REVIEW: Examines the sociolinguistic situation in Morocco, the global spread of English, various theoretical models regarding World Englishes, and existing literature on language attitudes and native-speakerism.
CHAPTER 2. METHODOLOGY: Describes the mixed methods research design, including the pilot studies, the methodology of the verbal-guise task for implicit attitudes, and the online questionnaires and interviews for explicit attitudes.
CHAPTER 3. RESULTS & DISCUSSION: MOROCCAN EFL LEARNERS’ IMPLICIT ATTITUDES TOWARDS VARIETIES OF ENGLISH SPEECH: Presents and discusses findings derived from the verbal-guise task, analyzing implicitly held attitudes towards diverse varieties of the English language using statistical models.
CHAPTER 4. RESULTS & DISCUSSION: MOROCCAN EFL LEARNERS’ EXPLICIT ATTITUDES TOWARDS VARIETIES OF ENGLISH SPEECH: Analyzes the quantitative data from questionnaires regarding learners’ conscious preferences and explicitly stated attitudes towards various English language models.
CHAPTER 5. RESULTS & DISCUSSION: MOROCCAN EFL LEARNERS’ ATTITUDES TOWARDS NATIVE AND NON-NATIVE ENGLISH-SPEAKING TEACHERS: Explores the quantitative and qualitative findings concerning learners’ perceptions of the professional qualities, strengths, and weaknesses of native versus non-native teachers.
CHAPTER 6. PEDAGOGICAL IMPLICATIONS: TOWARDS A GLOBAL ENGLISHES-INFORMED PEDAGOGY: Discusses the practical application of the research findings, proposing a framework for curriculum innovation and future research directions for Global Englishes Language Teaching (GELT) in Morocco.
Key Keywords
World Englishes, Global Englishes-Informed Pedagogy, Language Attitudes, Native English-Speaking Teachers, Native-Speakerism, Non-Native English-Speaking Teachers, Kachru’s Concentric Circles, Sociolinguistic Variation, EFL Learners, Morocco, Multilingualism, Language Teacher Identity, Global Lingua Franca, Pedagogical Implications, Mixed Methods Research
Frequently Asked Questions
What is the primary focus of this doctoral thesis?
The thesis explores Moroccan EFL learners’ attitudes towards diverse varieties of English (World Englishes) and their perceptions of native versus non-native English-speaking teachers, aimed at informing pedagogical practices.
Which central themes are examined in the study?
Key themes include the impact of Kachru’s Concentric Circles, the ideology of native-speakerism in ELT, and the distinction between implicit and explicit attitudes towards various English language varieties.
What is the primary research objective?
The primary objective is to investigate Moroccan EFL learners’ explicit and implicit attitudes towards six English varieties (Inner, Outer, and Expanding Circles) and their views on native and non-native teachers to suggest a Global Englishes-informed pedagogical shift.
Which scientific methodology is employed?
The study utilizes a mixed methods research (MMR) design, combining quantitative methods (verbal-guise tasks, online questionnaires using Likert scales) and qualitative methods (semi-structured interviews) to provide comprehensive results.
What major topics are addressed in the main body of the work?
The work covers theoretical foundations in the literature review, detailed methodology, statistical analysis of implicit and explicit attitudes towards English varieties, investigations into teacher origin perceptions, and pedagogical implications for the future of English language teaching in Morocco.
Which specific keywords define this study?
The study is characterized by keywords such as World Englishes, Native-Speakerism, Language Attitudes, Global Englishes-Informed Pedagogy, and Moroccan EFL Learners.
How does the study address the native vs. non-native speaker debate in Morocco?
It investigates whether learners harbor biases against non-native teachers and explores the cultural relevance of teacher origin in the Moroccan context, finding that learners are increasingly critical of the native-speaker fallacy.
What are the implications for educators in the Moroccan context?
The findings suggest that Moroccan English language educators should transition towards a Global Englishes-informed pedagogy that values linguistic diversity and competence over the traditional native-speaker model.
- Arbeit zitieren
- Mustapha Mourchid (Autor:in), 2025, Moroccan EFL Learners' Attitudes towards World Englishes and Native and Non-Native English-Speaking Teachers: Towards a Global Englishes-Informed Pedagogy, München, GRIN Verlag, https://www.grin.com/document/1589537
