Bouchaib Benzehaf
Biographic Data
| ID | 6175437 |
|---|---|
| NAME | Bouchaib Benzehaf |
| GIVEN NAMES | Bouchaib |
| FAMILY NAME | Benzehaf |
| SIGNATURE | BENZEHAF B |
| AFFILIATIONS | Chouaib Doukkali University |
| ORCID | 0000-0002-1976-5092 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Moroccan secondary school teachers’ perspectives on translanguaging implementation, perceived benefits, and challenges encountered
The recent shift to the exclusive use of French as a Medium of Instruction (MOI) for science subjects in secondary education in Morocco has raised concerns about the challenges faced by students who are weak in French and more proficient in their home languages. This study investigated secondary-school teachers’ perceptions regarding translanguaging in Moroccan classrooms, with a focus on the way they conceptualize and implement it in practice, a…
The effect of explicit morphological awareness training in English on high-school students’ morphological skills in English, French, and Standard Arabic
This study explores the effects of explicit training in morphological skills in English (L3) on high-school students’ morphological awareness in English, French (L2), and Standard Arabic (L1). It specifically investigates whether explicit instruction in English morphology enhances students’ word decomposition, word derivation, and word inflection abilities in English and whether it leads to the development of similar skills in French and Standard…
Global citizenship education in the Moroccan curriculum
Exploring English-medium instruction (EMI) in health sciences
Purpose This study aims to examine the adoption of English medium instruction (EMI) in Moroccan higher education by exploring university students’ perceptions and experiences in an English-taught Health Sciences program at the University of Mohammed VI for Health Sciences in Casablanca. Design/methodology/approach The study follows a qualitative research design, drawing on the principles and techniques of Grounded Theory methodology. Data was col…
Cross-linguistic awareness of metacognitive reading strategies in Standard Arabic (L1) and English (L3) among Moroccan EFL undergraduate students
The effect of explicit L3 syntactic awareness instruction on syntactic skills and reverse transfer to L2 and L1
Multilingualism and its role in identity construction
This study aims to explore how university students of English as a foreign language perceive themselves as multilingual agents, how they practice their languages, and how this affects their identity. The study is based on Kramsch’s notion of third place (1993) which considers foreign language learning as an opportunity for the construction of interculturality, thus causing learners to redefine themselves as they hybridise their cultural identity.…
Multilingualism and its role in identity construction
This study aims to explore how university students of English as a foreign language perceive themselves as multilingual agents, how they practice their languages, and how this affects their identity. The study is based on Kramsch’s notion of third place (1993) which considers foreign language learning as an opportunity for the construction of interculturality, thus causing learners to redefine themselves as they hybridise their cultural identity.…
Exploring English-medium instruction (EMI) in health sciences
Purpose This study aims to examine the adoption of English medium instruction (EMI) in Moroccan higher education by exploring university students’ perceptions and experiences in an English-taught Health Sciences program at the University of Mohammed VI for Health Sciences in Casablanca. Design/methodology/approach The study follows a qualitative research design, drawing on the principles and techniques of Grounded Theory methodology. Data was col…
The effect of explicit L3 syntactic awareness instruction on syntactic skills and reverse transfer to L2 and L1
Multilingualism and its role in identity construction
This study aims to explore how university students of English as a foreign language perceive themselves as multilingual agents, how they practice their languages, and how this affects their identity. The study is based on Kramsch’s notion of third place (1993) which considers foreign language learning as an opportunity for the construction of interculturality, thus causing learners to redefine themselves as they hybridise their cultural identity.…
Global citizenship education in the Moroccan curriculum
Exploring English-medium instruction (EMI) in health sciences
Purpose This study aims to examine the adoption of English medium instruction (EMI) in Moroccan higher education by exploring university students’ perceptions and experiences in an English-taught Health Sciences program at the University of Mohammed VI for Health Sciences in Casablanca. Design/methodology/approach The study follows a qualitative research design, drawing on the principles and techniques of Grounded Theory methodology. Data was col…
Cross-linguistic awareness of metacognitive reading strategies in Standard Arabic (L1) and English (L3) among Moroccan EFL undergraduate students
The effect of explicit L3 syntactic awareness instruction on syntactic skills and reverse transfer to L2 and L1
Moroccan secondary school teachers’ perspectives on translanguaging implementation, perceived benefits, and challenges encountered
The recent shift to the exclusive use of French as a Medium of Instruction (MOI) for science subjects in secondary education in Morocco has raised concerns about the challenges faced by students who are weak in French and more proficient in their home languages. This study investigated secondary-school teachers’ perceptions regarding translanguaging in Moroccan classrooms, with a focus on the way they conceptualize and implement it in practice, a…
The effect of explicit morphological awareness training in English on high-school students’ morphological skills in English, French, and Standard Arabic
This study explores the effects of explicit training in morphological skills in English (L3) on high-school students’ morphological awareness in English, French (L2), and Standard Arabic (L1). It specifically investigates whether explicit instruction in English morphology enhances students’ word decomposition, word derivation, and word inflection abilities in English and whether it leads to the development of similar skills in French and Standard…
EFL/ESL Teaching and Learning (4 works) · Pedagogy (4 works) · Sociology (4 works) · Language proficiency (3 works) · Metalinguistics (3 works) · Multilingualism (3 works) · Psychology (3 works) · Second Language Acquisition and Learning (3 works) · Second Language Learning and Teaching (3 works) · First language (2 works)