Emirati Journal of Education and Literature
Emirati Journal of Education and Literature (EJEL) is a peer-reviewed, open-access academic journal dedicated to advancing scholarly research and innovative practice in the fields of education and literacy. The journal serves as an inclusive platform for educators, researchers, scholars, and practitioners to explore the dynamic intersections between educational theory, literacy development, and literary studies.
التراث الشعبي في رواية وحدها شجرة الرمان لــــسنان أنطون
تعد اللغة من اهم وسائل التعبير والتواصل الإنساني بين الافراد والجماعات؛ فهي ترجمان لما يدور في الذهن من أفكار، والوسيلة الاجتماعية التي تمكننا من تحويل الفكرة الذهنية غير الملموسة إلى السيرورة والتداول. فاللغة هي خلاصة ثقافة الأمة وتجاربها، وشاهد على منجزها الثقافي والحضاري والمعرفي، وهي المعبرة عن الثقافة والناقل لها عبر الأزمنة والأجيال، والسجل لكل ما تعتقده الأمة، وتؤمن به، وتحبه، وتبغضه، وتتبناه، وتمارسه، كما أنها مستودع قيم الأمة ومبادئها وعاداتها وتقاليدها وسماتها، وكل مفردة فيها تقود إلى أصل ثقافي إنساني أو قومي. إنّ رواية (وحدها شجرة الرمان) تزخر بالمفردات والتعبيرات الشعبية التي سيدور حولها بحثنا بدراسة نقدية تتخذ من وظائف اللغة البنيوية طريقاً لها.
Copyright (c) 2026 Emirati Journal of Education and Literature
Effect of In-Service Teacher Training on Skill Improvements Among Somaliland Teachers
Effect of In-Service Teacher Training on Skill Improvements Among Somaliland Teachers. This study investigated the impact of in-service teacher training participation and its duration on teacher skill, teaching confidence, and student performance in Somaliland. Using multiple linear regression analysis, the findings consistently revealed that attending training significantly and positively influenced teacher skill development (β = 0.805, p < 0.001), teaching confidence (β = 0.584, p < 0.001), and student performance (β = 0.406, p = 0.004). In contrast, the duration of training was not a significant predictor in any of the models. The data further explored barriers preventing teachers from accessing professional development. The most frequently cited challenges were transportation issues (27.3%) and financial constraints. Lack of information and time limitations were also notable barriers. Most training was organized by the Ministry of Education (26.1%) or individual schools (20.5%). These results highlight the critical role of simply attending professional training over its length in fostering teacher growth and improving student outcomes.
Recent Developments in E-Learning and M-Learning and their Roles in future Pedagogical Systems and Educational Technologies
The paper reviewed the current literature on e-learning and m-learning from 2004 to 2022 based on the most cited, peer-reviewed, published data from the Thomson Reuters’ Web of Science (WoS) database. The resulting thirty-eight (38) materials were comprised of scientific articles, conference papers, books and book reviews. The materials revealed the current status, future developments, along with the challenges and prospects of m-learning and e-learning in literature. The findings showed that the concepts of m-learning and e-learning are not mutually exclusive and bear many similarities. Furthermore, the findings demonstrate that m-learning is not only an offspring but the panacea for the many challenges e-learning which affords users with speedy, cost-effective and on-the-go learning resources. As a result, m-learning has experienced significant growth over the years catalysed by advances in ICT and the widespread availability of the internet worldwide. Other interesting improvements include interactive tools, software and applications along with key computer features to improve the security of users, privacy, and resources. Most notable is public key infrastructure (PKI) and attribute certificates (ACS). Other features aim to enhance interaction and collaboration between students and teachers. In general, the study showed that future of pedagogical systems and educational technologies for the delivery of educational materials and learning resources will be greatly enhanced by the acceptance, adoption, and integration of e-learning and m-learning into the traditional classroom learning environments of the future.
Navigating Linguistic and Cultural Barriers: English Communication Challenges in UAE Multinational Workforces
The multilingual and multicultural workforce of the United Arab Emirates (UAE) relies on English as the primary medium for communication across diverse professional settings. However, linguistic and cultural barriers significantly challenge effective communication within multinational teams. "Learning agility, which encompasses adaptability and openness to new experiences, is essential for employees to navigate the complexities of a multicultural work environment, particularly in dynamic settings like the UAE" (De Meuse, Dai, and Hallenbeck 2010). This study explores these barriers by examining the dynamics of English communication among expatriates working in the UAE. Specifically, it investigates the communication challenges arising from varying levels of English proficiency, accents, cultural norms, and differing communication styles in the workplace. Utilizing a qualitative descriptive methodology, data were collected through semi-structured questionnaires from 20 participants of various nationalities, providing insights into their experiences with linguistic and cultural challenges. The findings reveal how disparities in English proficiency, pronunciation differences, cultural norms, and varied communication styles frequently result in misunderstandings, inefficiencies, and workplace conflicts. These factors not only impede collaboration but also limit opportunities for individual career growth. As Hofstede (1980) asserts, differences in cultural values, such as high power distance, can hinder open communication, affecting problem-solving and innovation. By offering a nuanced analysis of the chemistry between linguistic and cultural factors, the research presents insightful recommendations aimed at mitigating communication challenges, thereby fostering an inclusive and harmonious working atmosphere in the UAE’s multinational settings.
Emotional Intelligence in Early Childhood Education: An Applied Pedagogical Approach to Developing Children's Emotional Competencies
This article explores the significance of emotional competencies in early childhood education as a practical manifestation of emotional intelligence. It begins by distinguishing between the theoretical framework of emotional intelligence—which encompasses self-awareness, emotion regulation, empathy, motivation, and social skills—and emotional competencies, which are understood as behaviorally expressed and teachable skills within educational settings. The study adopts an analytical approach, starting with a review of the nature and psychological functions of emotions, followed by an in-depth examination of the five core emotional intelligence skills based on Goleman’s model. Special attention is given to their practical application in educational contexts, particularly in early childhood classrooms. The article also discusses strategies for fostering these competencies in children, emphasizing the educator’s pivotal role in modeling and cultivating them through everyday interactions. It concludes that integrating emotional competencies into pedagogical practice is a key element of holistic education and a strategic approach to supporting children’s emotional, cognitive, and social development.
Navigating the Gap Between the Evolutionary Narrative and the Islamic Perspective: A Historical Literature Review
This literature review explores the intersection of the evolutionary narrative and Islamic perspectives, aiming to explain the convergence and divergence between these two frameworks in understanding human origins. The review synthesises key scholarly debates that address how evolutionary biology's narrative of human evolution aligns or conflicts with Islamic teachings. By analysing contemporary and historical scholarly literature, the review highlights major points of contention and agreement, including interpretations of scriptural texts, theological implications, and the role of scientific evidence in shaping religious and philosophical perspectives. It also examines how these discussions influence broader debates on science and religion and considers the implications for interdisciplinary dialogue. The review concludes with reflections on how this approach might contribute to a more significant understanding of human origins within Islamic thought in a dialogical manner.
Enhancing Research Skills and Reflective Learning Through Learning Logs
Learning logs and reflective journals are infrequently utilized in schools. This study employed a learning log over two- terms period, with a grade 12 students enrolled in the AP Research course at an Applied Technology High School in the UAE. This study analyses the use of learning logs to teach research skills. It aimed to identify the benefits of using a learning log to promote learning in the research course. The learning logs themselves formed one source of data. Student reflections on the learning benefits of classroom activities were also assessed through classroom dialogue and semi-structured interviews. The learning log stimulated student reflection, and increased self-awareness about learning strategies, but did not significantly impact students’ motivation. The research suggests incorporating learning logs into school curricula to promote reflective learning, provide continuous student feedback, and empower teachers to utilize logs effectively. By leveraging the potential of learning logs, educators can foster self-regulated learning and critical thinking skills in students while creating a more engaging learning environment.
The impact of managing economics regulation on institution innovation: an imperial study on education institutions
This study is conducted to determine the impact of managing economics regulation on institution innovation: an imperial study on education institutions. Regulatory framework conditions have been identified as important factors influencing the innovation activities of companies, industries, and whole economies. However, in the growing body of empirical-based literature, the impacts of regulation have been assessed as rather ambivalent for innovation in general, often depending on the different types of innovation. Different types of regulations generate various impacts on innovation, and even a single specific regulation can influence innovation in various ways, differentiating between innovation input, research and development, and output—incremental or radical innovations—often depending on how it is implemented. Regulation, innovation, and competitiveness in global markets have been discussed for several decades. Recently, policymakers have started to extend their focus towards the regulatory framework as a possible instrument for innovation policy, especially because many countries have little leeway to increase public spending in R&D and other innovation-related activities after the global financial crises. Despite the variety of regulations and their numerous impacts on innovation, only recently has some progress been made to understand the effect of regulation on the ability of companies to innovate. Meanwhile, some comprehensive studies have been conducted in addition to the great amount of anecdotal evidence. Some in-depth analyses provide insights that allow a further differentiation reflecting the heterogeneous impacts of different types of innovation. Nevertheless, in total, these studies still provide no clear picture of whether the negative impacts of regulation outweigh the positive effects.
Copyright (c) 2025 Emirati Journal of Education and Literature
Reading Strategy Use among ESP Learners: Do Age, Gender, and Major Matter?
This study investigated the influence of age, gender, and academic major on reading strategy use among English for Specific Purposes (ESP) learners at Mazandaran University. Using a quantitative survey design, data were collected from 125 students (humanities and engineering majors) via the Persian version of the Survey of Reading Strategies (SORS). Shapiro-Wilk tests confirmed data normality, and independent samples t-tests and one-way ANOVA were employed for analysis. Results revealed no significant age-based differences in strategy use (F = 0.851, p = 0.434), suggesting age is not a critical factor in this context. However, gender and major significantly predicted strategy deployment: female students used strategies more frequently than males (t = -5.15, p < 0.001), and engineering students outperformed humanities students (t = -4.1085, p < 0.001). Problem-solving strategies (e.g., re-reading, adjusting speed) were most prevalent, followed by support and global strategies, aligning with prior findings (Mokhtari & Sheorey, 2002). The study highlights discipline-specific strategic demands, with engineering students potentially benefiting from their analytical training. These outcomes demonstrate the need for tailored ESP instruction, particularly to address gender gaps and disciplinary disparities in strategy use. The findings offered practical insights for educators to enhance strategic reading instruction in ESP contexts, emphasizing global strategy training for humanities students and metacognitive awareness for male learners.
The Impact of Working Parents on Student Academic Performance and Well-Being: A Case Study on Selected Students in Sharjah
In recent years, shifting family dynamics, marked an increase in dual-earner households, have brought attention to the impact of parental employment on student academic performance and well-being. While studies have explored this issue in various contexts, limited research has focused on students in the United Arab Emirates, particularly in Sharjah. This study examines the specific challenges students face in Sharjah due to the work lives of their parents, considering the unique sociocultural environment and family structures within this context. The analysis will draw upon relevant theories of child development and family dynamics, including those of Rousseau, Hall, Freud, Hill, Erikson, Vygotsky, Baumrind, and Bowlby, as well as the Dual-Earner Family Model and Resource Theory of Family Power, to provide a comprehensive framework. Ultimately, this study aims to inform parents, educators, and counselors in Sharjah, enabling them to understand and address the impact of parental work patterns on the outcomes of the student in a better way and develop more effective support strategies..
دور المرأة الإماراتية في حماية البيئة في ضوء السلوك البيئي
هدفت هذه الدراسة إلى استكشاف دور المرأة الإماراتية في حماية البيئة في ضوء السلوك البيئي، وذلك من خلال تحليل ممارساتها اليومية وسلوكياتها البيئية، ومدى تأثر هذه الممارسات بالمتغيرات الديموغرافية المختلفة. وقد اعتمدت الدراسة المنهج الوصفي التحليلي، لما له من قدرة على وصف الظاهرة وتحليلها وفهم أبعادها في السياق الواقعي.شملت الدراسة عينة عشوائية مكونة من 420 امرأة إماراتية موزعة على مختلف إمارات الدولة، وذلك بهدف ضمان شمولية النتائج وتنوعها، وتم جمع البيانات باستخدام استبيان إلكتروني صُمم بعناية وتحقق من صدقه من خلال المحكمين المتخصصين، كما بلغ معامل الثبات (ألفا كرونباخ) 0.77، مما يؤكد مصداقية الأداة واعتماديتها في قياس السلوك البيئي.وقد تمثلت المتغيرات المستقلة في: العمر، مكان السكن، المستوى التعليمي، الحالة الاجتماعية، العلاقة بقوة العمل، قطاع العمل، والدخل الشهري، في حين كان السلوك البيئي هو المتغير التابع.هدفت هذه الدراسة إلى استكشاف دور المرأة الإماراتية في حماية البيئة في ضوء السلوك البيئي، وذلك من خلال تحليل ممارساتها اليومية وسلوكياتها البيئية، ومدى تأثر هذه الممارسات بالمتغيرات الديموغرافية المختلفة. وقد اعتمدت الدراسة المنهج الوصفي التحليلي، لما له من قدرة على وصف الظاهرة وتحليلها وفهم أبعادها في السياق الواقعي. شملت الدراسة عينة عشوائية مكونة من 420 امرأة إماراتية موزعة على مختلف إمارات الدولة، وذلك بهدف ضمان شمولية النتائج وتنوعها، وتم جمع البيانات باستخدام استبيان إلكتروني صُمم بعناية وتحقق من صدقه من خلال المحكمين المتخصصين، كما بلغ معامل الثبات (ألفا كرونباخ) 0.77، مما يؤكد مصداقية الأداة واعتماديتها في قياس السلوك البيئي. وقد تمثلت المتغيرات المستقلة في: العمر، مكان السكن، المستوى التعليمي، الحالة الاجتماعية، العلاقة بقوة العمل، قطاع العمل، والدخل الشهري، في حين كان السلوك البيئي هو المتغير التابع. أظهرت نتائج التحليل الإحصائي باستخدام برنامج SPSS أن هناك فروقًا دالة إحصائيًا في السلوك البيئي تبعًا لكل من مكان السكن، المستوى التعليمي، العلاقة بقوة العمل، والدخل الشهري، وكانت الفروق لصالح الفئات: سكان أبو ظبي، الحاصلات على درجات عليا، الموظفات، وذوات الدخل المرتفع. بينما لم تُظهر متغيرات مثل العمر، الحالة الاجتماعية، وقطاع العمل فروقًا دالة إحصائيًا. وفي ضوء النتائج، قدمت الدراسة مجموعة من التوصيات الهادفة إلى تعزيز السلوك البيئي للمرأة الإماراتية، من بينها: ضرورة تفعيل الحملات التوعوية في الإمارات ذات الأداء المنخفض، دعم البرامج التعليمية البيئية، تمكين المرأة في بيئات العمل الصديقة للبيئة، وتقديم حوافز اقتصادية للفئات ذات الدخل المحدود لتبني سلوكيات مستدامة تأتي هذه التوصيات في إطار تعزيز السلوكيات البيئية المستدامة التي تسهم في تحقيق أهداف التنمية المستدامة في الإمارات.
The Menacing Grip of Gangs in Romeo and Juliet: A Literary Evidential Analysis
Often admired for its portrayal of young love, William Shakespeare and his “Romeo and Juliet” tragedy likewise delve into the menacing impact and theme of gang violence. This research considers how Shakespeare uses the violent clashes in the play to expose the social and family structures of his time, the renaissance, highlighting the impact of gang mentality on districts and families. Through a qualitative, historical, and literary methodological approach, the research takes a close look at the key scenes in the play, the consequences of the territorial fights, and the behavior of the characters to prove that that gang violence is behind the deaths of the protagonists. The prime discovery revealed that the feud between the Montagues and Capulets reflected and are crucial to impact both society and inner family safety. The findings suggest that Shakespeare uses gang violence as a powerful metaphor to explore how rivalries can negatively impact both unity of a community and individual destinies. This research serves in attempting to bond both classical literature and modern social concerns, relating tactics and recitals, as a novel way to view, break down, and prove the historic existence of gang violence.
Copyright (c) 2024 Emirati Journal of Education and Literature
Turning Students in Agents: EFL University Students’ Perceptions on Incorporating the SDGs into the Curriculum and the Teaching Practices of Professors
Enhancing the quality of education has been an important concern for many stakeholders and practitioners. Moving from a teacher-centered approach into a student-centered approach has changed the role of the students into active participants in the educational process. However, a new century requires a new role. That’s why, the current study investigates EFL university students’ perceptions on how the incorporation of the Sustainable Developmental Goals (SDGs) into the curriculum and the teaching practices of professors can change their roles from students into agents. Embracing a mixed-methods approach, this study uses a questionnaire with open and close-ended questions to gather the necessary data. The results show that the majority of the students have positive perceptions towards how the integration of the SDGs into the curriculum and teaching practices of teachers can turn them from students into agents. Finally, this study highlights a number of recommendations that can enable appropriate incorporation of the SDGs.
تطور مفهوم الذاكرة العاملة بدءاً من نموذج اتيكنسون - شيفرن حتى نموذج بادلي - هيتش التأملي متعدد المكونات
تهدف الدراسة الحالية إلى مراجعة الأدبيات التي تناولت مفهوم الذاكرة العاملة بدءاً من ظهوره بالتزامن مع طرح نموذج اتيكنسون – شيفرن لمعالجة المعلومات مروراً بنموذج انجل للتحكم التثبيطي، ونموذج الذاكرة العاملة طويلة المدي، ونظرية كوان للعمليات الضمنية، وصولاً للنموذج الأشهر والأكثر انتشاراً وهو نموذج بادلي –هيتش(1974) ثم تعديلاته الأخيرة في عامي 2012و 2019 والذي يعرف حالياً بالنموذج التأملي متعدد المكونات، وفي هذا السياق يقدم الباحث عرضاً مفصلاً لكل نموذج وقراءة نقدية لهذه النماذج في ضوء مٌستجدات علم النفس المعرفي، كما يختص نموذج بادلي – هيتش بقدر كبير من التركيز والدراسة لما له من أهمية علمية فغالبية الدراسات والأبحاث التي تتناول الذاكرة العاملة علي مختلف منطلقاتها وتوجهاتها تتبني هذا النموذج، كما يقدم الباحث قراءة ذاتية لأخر تعديل تم طرحه علي هذا النموذج في العام 2019 في ضوء أحدث التوجهات العلمية وفي ضوء المراسلات بين الباحث وبين واضع النموذج عالم النفس المعرفي البريطاني (ألان بادلي Alan Baddeley)*
Examining the correlation between walking patterns and student academic outcomes.
The aim of this study is to provide educational actors with alternative teaching practices and planning perspectives. We aim to establish this through our quest to answer an odd, yet plausible question. During our investigation, we learnt that the demonstration of “Problem Walk” may be used as an indicator to anticipate students’ academic performance degradation. We selected 30 students who exhibit signs of a "problem walk," looked up for their records and prepared a dossier to examine. The results showed that 80% of students who demonstrated "problem walk" appeared to have weak academic performance. The findings revealed that students who walk in the same way have had a history of troubled relationships with their teachers in addition to their low school performance.
Tertiary Students’ Perceptions Of Dynamic Written Corrective Feedback In An ESL Classroom In The UAE
Although Academic Writing Is An Essential Skill In Learning, It Has Become An Obstacle For Many Students Who Ultimately Apply For The Academic Test To Enroll In A College. Researchers Thought A Lot About Solving This Issue, So They Have Utilized Corrective Feedback In Classroom Practices Since The 1950s. Researchers Were Divided Into Two Categories: The First Agreed With The Feedback, But The Others Disagreed. Four Debatable Questions Have Emerged. Hartshorn Et Al. (2010) Created The Framework.
Copyright (c) 2023 Emirati Journal of Education and Literature
يعتبر الاستبيان من أهم أدوات جمع البيانات, فهو يستخدم في جمع البيانات الاقتصادية و الاجتماعية و السكانية و غيرها من المجالات العديدة, و تناول هذا البحث الأنواع العديدة لصدق الاستبيان و ينقسم الصدق إلي ثلاث أنواع من الصدق هي: صدق المحتوي, صدق المحك, و الصدق البنائي , و يتحدث هذا البحث حول صدق المحتوي أو ما يعرف الأبحاث العربية بصدق المحكمين و يقترح هذا البحث طريقة تتكون من ثلاث مراحل للتحقق من صدق المحتوي, المرحلة الأولي وتعتمد علي الباحث في جمع عبارات الاستبانة من الأدبيات و مصادرها الأساسية, المرحلة الثانية و هي المرحلة الكيفية و هي عرض الاستبانة علي مجموعة من المتخصصين بالإضافة إلي احصائي و متخصص في اللغة لتحديد التعديلات المطلوبة لتكون الاستبانة في أفضل صورة, اما المرحلة الثالثة و الأخير وهي مرحلة الحساب الكمي لصدق محتوى الاستبانة من خلال عرضها علي مجموعة من المتخصصين لحساب صدق المحتوى كما يلي: يخصص لكل فقرة عشرة نقاط و بالتالي يتم حساب صدق كل فقرة
Challenges and Strategies in Translating Newly Coined English Words and Expressions into Arabic in Media Context: A Comprehensive ReviewChallenges and Strategies in Translating Newly Coined English Words and Expressions into Arabic in Media Context: A Comprehensive Review
In this fast-evolving world, new words and lexicons emerge in spoken and written discourse, necessitating a continual update of one's reservoir of vocabulary and linguistic knowledge. The rapid proliferation of neologisms in the media context poses a unique challenge for novice ranslators, where conventional translation strategies may fall short in capturing the essence, connotations, and usage of innovative terms. This paper examines the difficulties faced by novice translators in the media context in translating these neologisms and explores research-based methods for overcoming these challenges. Through an in-depth examination of existing literature, relevant studies, and classroom practices, this research seeks to inform pedagogical practices and enhance the effectiveness of translation education at the university level.
The implementation of the sustainable development goals the level of education in Morocco.
Morocco is committed to achieving the sustainable development goals set by Un by 2030. Education is one of the key areas for the achievement of these objectives. This article presents a diagnostic study and evaluation of the implementation of the sustainable development goals at the level of education in Morocco. The study was conducted using a mixed methods approach including surveys, interviews and document analyses. The results revealed that despite the efforts made by the moroccan government, challenges persist in the implementation of the sustainable development goals in the field of education. Some of the key challenges identified include lack of financial resources, unequal access to education, quality of education, and the regional disparities. In addition, there is an urgent need to integrate the principles of sustainable development objectives in the curricula, the training of teachers and teaching practices. On the basis of the results, the article proposes several recommendations to improve the implementation of the sustainable development goals at the level of education. This includes the strengthening of the financing and resources, the promotion of equal opportunities, the improvement of the quality of education and raising the awareness of key stakeholders. In conclusion, this study highlights the importance of the implementation of the sustainable development goals in the field of education in Morocco. It highlights the current challenges and offers recommendations to strengthen the integration of sustainable development objectives in the moroccan educational system in order to achieve the goals set for 2030.
The Role of The Latest Technologies in the Translation Industry
The translation industry has gone through a fascinating evolution in the past few years, all thanks to the emergence of advanced technology. With the introduction of machine translation tools like Google Translate and Neural Machine Translation (NMT), traditional translation practices have witnessed a significant shift. These new technologies leverage Artificial Intelligence and deep learning algorithms to provide increasingly accurate translations in real time. While these tools are incredibly useful for casual conversations or getting the gist of foreign texts, they still have some limitations when it comes to complex or nuanced content. Therefore, human translators are still crucial for ensuring high-quality translations, especially for professional documents, legal contracts, or marketing materials where accuracy is paramount. The future of translation lies in striking a balance between efficient machine-driven processes and the expertise offered by human linguists who can comprehend cultural nuances and context better than any automated system.
EFL Classroom Repair Strategies By An English Non-Native Teacher To Tertiary Students In The UAE
According to its negative results in English as a second language (ESL) classrooms, researchers shifted their concentration and strategies from focusing on the input to focusing on the output as it has many merits for students’ development. Swan’s (1985) comprehensible output hypothesis encouraged the interaction between students and their teachers. Consequently, there are four repair strategies in classroom interaction. This mixed-method research aims at looking into types of divergent repair strategies that a teacher uses at the tertiary level classroom to correct students’ productions in academic writing online lectures, and its effect on student’s modification output while acquiring the knowledge. Therefore, it will concentrate on observing the classroom interaction between collegiate students and a teacher to answer the following questions: 1. What are the repair strategies used in the classroom? 2. To what extent the teacher encourages the learner’s output? This paper is divided into six sections. In the following lines, the literature review with different SLA theories related to the output in SLA, repair strategies, and a critical review of the output of interlanguage will be depicted. To answer the first question, classroom observation has been done. To answer the second question, a semi-structured interview with the teacher has been conducted. Data is analyzed in terms of Varonis and Gass’s (1985) framework. In the framework, there are four initiations that could control the classroom interaction: self-initiation (SI)  self-repair (SR), Other-initiation (OI)  self-repair (SR), self-initiation (SI)  other-repair (OR), and other-initiation (OI)  other-repair (OR). The four initiations with their categories will be compared between the two classes. The -categories are: Lexical, syntactical, and semantic. The Lexical category has two elements: phonological and morphological. The Syntactical category has two elements: Phrase and sentence. The Semantic category has three elements: synonyms, substitutions, and descriptions. Data reveal that although all strategies have been used in the classroom, the most frequent strategy used is the other-initiation>other-repair strategy. In addition, it reveals that the less frequent strategy used in the classroom is the self-initiation>self-repair strategy. Moreover, there is a lack of knowledge the teacher has in knowing the best strategy and its effect on the student’s development.
The Correlation between Students’ Character and Curricular Activities at the Moroccan University
The purpose of this non-experimental correlational study is to investigate the correlation between curricular activities and students’ character in Moroccan tertiary level. The sample consisted of English department students from numerous Moroccan universities and institutions. The main research question seeks to answer if there is a statistically significant relationship between curricular activities and students’ morals, ethics, values and citizenship. To this end, triangulation in data collection and analysis was employed. 220 students filled in the online questionnaires to study the correlation between university curricular activities and students’ character, mainly their ethics, values, morals and citizenship. Besides, 17 students participated in three focus groups to elicit their opinions and attitudes towards their character, curricular activities and the relationship between the underlying variables. The quantitative data showed that there is a positive correlation between curricular activities and students’ character while the qualitative date confirmed previous quantitative results concerning the positive correlations between variables. Overall, the results suggested that policy makers, university presidents and deans, faculty staff and teachers need to be aware of the strong positive correlation these activities have with students’ morality, ethics, values and civic skills as well as the importance of curricular activities in developing students’ character.