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Volume 1 - 2010

Volume 2 - 2011

Volume 3 - 2012

Volume 4 - 2013

Volume 5 - 2014

Volume 6 - 2015

Volume 7 - 2016

Volume 8 - 2017

Volume 9 - 2018

Volume 10 - 2019

Volume 11-2020

Annual Conference of ASELS – Morocco 2016

Team of this issue

Dr. Khairi Al-Zubaidi

Foreword

Editorial Board

Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education

Rania M Rafik Khalil & Shadia S Fahim

The Status of English in Language Policy Models Proposed for the Moroccan Multilingual Context

Khalid Shahu

Incorporating Intercultural Communicative Competence in EFL Classes

Mahdjouba Chaouche

Reframing Language Roles in Moroccan Higher Education: Context and Implications of the Advent of English

Yamina El Kirat El Allame & Youssef Laaraj

Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

Youssef Nadri & Adil Azhar

Towards an ESP Course for Engineering Students in Vocational Schools in Morocco: the Case of the National School of Applied Sciences

Manar Dahbi

The Impact of Interest on EFL Learners’ Performance

Abdelaziz Zohri

Demystifying the Disparity between ESP and EGP Methodology

Mohammed Larouz & Smail Kerouad

Critical Thinking Development: The Case of the English Course in the CPGE Classes in Meknes, Fes and Kenitra

Karima Belghiti , Yamina EL Kirat El Allame & Mohamed Chana

Motivation by Stealth?

Kathleen Guillaume

A Developmental Approach to the Use of Critical Thinking Skills in Writing: The Case of Moroccan EFL University Students

Nourddine Amrous & Nabila Nejmaoui

The Dative Case for Comprehension-Based Grammar Teaching

Zeddari Ikbal

The Challenges of Teaching Visual Arts: The Case of Moroccan Higher Education

Mohssine Nachit

The Importance of Pragmatic Competence in the EFL Curriculum: Application and Implications*

Mohamed Amine Choraih , Ayoub Loutfi & Abdullah Mansoor

Volume 1 - 2010

Volume 2 - 2011

Volume 3 - 2012

Volume 4 - 2013

Volume 5 - 2014

Volume 6 - 2015

Volume 7 - 2016

Volume 8 - 2017

Volume 9 - 2018

Volume 10 - 2019

Volume 11-2020

Annual Conference of ASELS – Morocco 2016

Team of this issue

Foreword

contents

Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education

The Status of English in Language Policy Models Proposed for the Moroccan Multilingual Context

Incorporating Intercultural Communicative Competence in EFL Classes

Reframing Language Roles in Moroccan Higher Education: Context and Implications of the Advent of English

Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

Towards an ESP Course for Engineering Students in Vocational Schools in Morocco: the Case of the National School of Applied Sciences

The Impact of Interest on EFL Learners’ Performance

Demystifying the Disparity between ESP and EGP Methodology

Critical Thinking Development: The Case of the English Course in the CPGE Classes in Meknes, Fes and Kenitra

Motivation by Stealth?

A Developmental Approach to the Use of Critical Thinking Skills in Writing: The Case of Moroccan EFL University Students

The Dative Case for Comprehension-Based Grammar Teaching

The Challenges of Teaching Visual Arts: The Case of Moroccan Higher Education

The Importance of Pragmatic Competence in the EFL Curriculum: Application and Implications*

The Status of English in the Age of Globalization: Al Akhawayn University in Ifrane as a Case in Point

English as a Medium of Instruction in Moroccan Higher Education

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