The Vital Function of Motivation and Attitude in Learning English as a Foreign language in the Moroccan University

Most academic researchers argued that learning English necessitates a number of components to effectively enhance the learning process. The major components that are highly demanding are mainly motivation and attitude. This study aims to check upon the significant role of the previously mentioned components in learning English as a foreign language and to check whether motivation and attitude are highly required for an efficient learning process. For the data collection procedure, a google form questionnaire was designed and distributed to respondents through the social media applications, such as WhatsApp, Facebook and Messenger too. The respondents of this study are Moroccan university students affiliated to Moulay Ismail University in Meknes in Morocco, more precisely the Faculty of Letters and Human Sciences as well as the Faculty of Sciences in Meknes in Morocco. For the research outcomes of the study, respondents were aware about the requirement of enhancing their level in English. They held an encouraging attitude towards the language. They illustrated that they have become tolerant and open-minded in their process of learning. They also assumed that English is a global language and they are studying it for various reasons, such as passing exams successfully, delivering talks and publishing articles in internationally indexed journals, and settling in a foreign country whose English is the mother tongue of its native speakers. Consequently, they are adopting intrinsic/extrinsic and instrumental/integrative motivation clusters. Likewise, they argued that they ought to practice the language inside and outside the classroom setting to become fluent in English; otherwise, it will be hard for them to achieve an excellent level in the learning process. At last, it can be deduced that students’ motivation and positive attitude are tremendously relevant for an effective learning process of a foreign language

Myelodysplastic syndrome and extracapillary glomerulonephritis: is there a link?

Introduction: The association of myelodysplastic syndrome and extracapillary glomerulonephritis is exceptional. Only two other cases have been reported.Reported case: A 52-year-old patient with a history of myelodysplastic syndrome developed rapidly progressive glomerulonephritis. Renal biopsy identified extracapillary glomerulonephritis.Discussion: The association of myelodysplastic syndrome with glomerulopathy is rare and often regarded as fortuitous. Only a few cases are described in literature on the subject. A relationship between the two diseases is possible but the causal link between these two diseases remains unknown.Conclusion: The notion that myelodysplastic syndrome may be associated with various glomerular nephropathies involves looking for renal disease in this haematologic disorder

Insights Regarding the Assimilation of Technology in the Learning Process of Learners in Higher Education in Morocco

The use of technology has become an important part of the learning process in and out of the class. Every language class usually uses a form of technology. It has been used to both help and improve language learning. This study focuses on the important role of using new technologies in the process of learning a foreign language. The participants were 20 university professors of English, who teach in various Moroccan private and public institutions. The instruments used in the present study was a questionnaire. It also tackles different attitudes, which support learners of English to substantially increase their learning skills through using technologies. It aims at emphasizing the significance of the integration of technology in learners’ language learning strategies. It summarizes the background of language learning strategies, in addition to defining the concept of a language learning strategy and outlining the taxonomy of language learning strategies proposed by several researchers. It also takes into account the teachers’ role in strategy training while providing a number of questions for further research on language strategies and stating certain recommendations for the most convenient use of those technologies, which are likely to assist learners in enhancing their learning skills. The Findings of the study are clearly noteworthy; for instance, passion and motivation are two fundamental keys to lift students’ learning process. Besides, it is very significant to consider a cherished element in the research and that is “motivation” without which no learning could take place. Learners would not learn anything if they are not encircled by inspiring teachers who are ready to help, who encourage their students to do their utmost while enjoying learning. Teachers do not have to be perfect teachers who know how to use technology, they have to be human beings and love their noble job

Evaluation of Remote Teaching during the COVID-19 Pandemic: The Case of Higher Education in Morocco

The deadly and infectious disease Corona Virus also known as Covid19, has deeply shaken the global economy. This tragedy has also affected the education sector, and this fear is likely to reverberate across the education sector universally. Various schools, colleges, and universities have discontinued in-person teaching. According to the assessment of the researchers, it is uncertain to get back to normal teaching anytime soon. Hence, social distancing is dominant at this stage, a fact that will have negative outcomes on learning opportunities. As it is stated by Stanley (2019:8), Educational units are struggling to find options to deal with this challenging situation. These circumstances make us realize that scenario planning is an urgent need for academic institutions. Therefore, the purpose of this article is to shed light on the challenges of remote teaching during the Covid19 pandemic on teachers at the university level and to try to figure out the possible resolutions and recommendations to develop distance teaching. A questionnaire has been designed as the major data collection instrument to carry out the investigation. The respondents are university professors affiliated with public and private universities in Morocco. Concerning the findings of the study, the respondents believe that remote teaching is extremely challenging due to a variety of factors and it is not effective at all

Attitudes with Respect to the Teacher as a Role Model to Students in the Classroom in Morocco

The purpose of this article is to evaluate the assumption about the fact that a teacher should reflect the image of the role model to his or her students in the classroom. Therefore, it endeavors to define particular key words; namely, professional development, teacher development and reflective teaching. In addition to this, it discusses the relevance of reflective teaching for teachers, students and the workplace as well as the characteristics of reflective practice while taking into consideration four major aspects; namely, ethics of caring, the constructivist approach to teaching, artistic problem solving and the teachers’ love of teaching. It also provides a sample of how a role model teacher should be like. As for the practical part, two different samples of questionnaires have been designed and handed in to both teachers and students in a number of public and private institutions in Morocco

Students’ Perceptions of the Consequences of Distance Learning throughout Covid19 Epidemic in Higher Education: The Moroccan Case

  Distance learning can be regarded as learning that predominates entirely through the internet. It has been implemented because of the pandemic of Covid 19. According to Chaney (2010: 5-21), it is also referred to as distance learning, which is a swiftly flourishing setting that allows teachers and students and all people working in all domains the flexibility of working beyond the restraints of time and place. Also, this shift from face-to-face lectures to online classes is the only possible solution. Nevertheless, academic institutions would not be capable of converting all of their college curricula into an online resource overnight. Distance, scale, and personalized learning are the three biggest challenges for online learning. Therefore, the purpose of this paper is to shed light on the challenges of online learning for students at the university level. And then to try to find out the possible solutions and recommendations to enhance online learning for the benefit of students

Insights Regarding the Assimilation of Technology in the Learning Process of Learners in Higher Education in Morocco

The use of technology has become an important part of the learning process in and out of the class. Every language class usually uses a form of technology. It has been used to both help and improve language learning. This study focuses on the important role of using new technologies in the process of learning a foreign language. The participants were 20 university professors of English, who teach in various Moroccan private and public institutions. The instruments used in the present study was a questionnaire. It also tackles different attitudes, which support learners of English to substantially increase their learning skills through using technologies. It aims at emphasizing the significance of the integration of technology in learners’ language learning strategies. It summarizes the background of language learning strategies, in addition to defining the concept of a language learning strategy and outlining the taxonomy of language learning strategies proposed by several researchers. It also takes into account the teachers’ role in strategy training while providing a number of questions for further research on language strategies and stating certain recommendations for the most convenient use of those technologies, which are likely to assist learners in enhancing their learning skills. The Findings of the study are clearly noteworthy; for instance, passion and motivation are two fundamental keys to lift students’ learning process. Besides, it is very significant to consider a cherished element in the research and that is “motivation” without which no learning could take place. Learners would not learn anything if they are not encircled by inspiring teachers who are ready to help, who encourage their students to do their utmost while enjoying learning. Teachers do not have to be perfect teachers who know how to use technology, they have to be human beings and love their noble job

Students' Perceptions of the Consequences of Distance Learning Throughout Covid19 Epidemic in Higher Education: the Moroccan Case

  Distance learning can be regarded as learning that predominates entirely through the internet. It has been implemented because of the pandemic of Covid 19. According to Chaney (2010: 5-21), it is also referred to as distance learning, which is a swiftly flourishing setting that allows teachers and students and all people working in all domains the flexibility of working beyond the restraints of time and place. Also, this shift from face-to-face lectures to online classes is the only possible solution. Nevertheless, academic institutions would not be capable of converting all of their college curricula into an online resource overnight. Distance, scale, and personalized learning are the three biggest challenges for online learning. Therefore, the purpose of this paper is to shed light on the challenges of online learning for students at the university level. And then to try to find out the possible solutions and recommendations to enhance online learning for the benefit of students