Mohamed Yeou
Biographic Data
| ID | 6175438 |
|---|---|
| NAME | Mohamed Yeou |
| GIVEN NAMES | Mohamed |
| FAMILY NAME | Yeou |
| SIGNATURE | YEOU M |
| AFFILIATIONS | Chouaib Doukkali University |
| ORCID | 0000-0001-7407-0974 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Regressive transfer of metacognitive writing strategies from English (L3) to Standard Arabic (L1) among trilingual university students
While a plethora of studies have documented the transformative effect of teaching metacognitive writing strategies (MCWSs) on students’ strategy use and writing performance within one language, the cross-linguistic transferability of this effect remains limited, particularly in its regressive nature. Adopting a quasi-experimental pre-test–post-test non-equivalent design, this study examines the impact of explicit MCWSs instruction in English (L3)…
Metacognitive regulation and ChatGPT-assisted writing
Given the contemporary global issues and growth of generative artificial intelligence (GenAI) technology, students are required to effectively activate their metacognitive strategies when using AI not only to develop essential 21st-century skills but also to leverage the benefits of GenAI and avoid its potential negative effect. This paper explores the dynamic realm of AI-assisted writing within the framework of metacognitive regulation (MR) and …
Advancing L3 writing pedagogy in higher education through metacognitive strategy instruction
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…
The effect of explicit L3 syntactic awareness instruction on syntactic skills and reverse transfer to L2 and L1
On the Use of Instructional Games in Moroccan High Schools
Background The use of instructional games in foreign language classrooms has a lot of potential. This potential helped pushing the spread of game use, but it was faced with a lot of barriers. Purpose The current study intended to investigate the factors behind the use/nonuse of instructional games by Moroccan high school teachers. Methods This study adopted a mixed methods approach, which was typified in a sequential explanatory design. Data was …
Neural correlates of pronoun processing
On the quantified determiner phrase and quantifier float in Modern Standard Arabic
This article provides a minimalist account to the morpho-syntax of the quantified D(eterminer) P(hrase) and quantifier float in Modern Standard Arabic. Having surveyed previous accounts, it proves that the prenominal structure is unmarked from which the postnominal is derived, and that the quantifier float is derived subsequently from the latter. The patterns are semantically similar. The pronominal clitic on the postnominal and floating quantifi…
Neural correlates of pronoun processing
On the quantified determiner phrase and quantifier float in Modern Standard Arabic
This article provides a minimalist account to the morpho-syntax of the quantified D(eterminer) P(hrase) and quantifier float in Modern Standard Arabic. Having surveyed previous accounts, it proves that the prenominal structure is unmarked from which the postnominal is derived, and that the quantifier float is derived subsequently from the latter. The patterns are semantically similar. The pronominal clitic on the postnominal and floating quantifi…
On the Use of Instructional Games in Moroccan High Schools
Background The use of instructional games in foreign language classrooms has a lot of potential. This potential helped pushing the spread of game use, but it was faced with a lot of barriers. Purpose The current study intended to investigate the factors behind the use/nonuse of instructional games by Moroccan high school teachers. Methods This study adopted a mixed methods approach, which was typified in a sequential explanatory design. Data was …
The effect of explicit L3 syntactic awareness instruction on syntactic skills and reverse transfer to L2 and L1
Regressive transfer of metacognitive writing strategies from English (L3) to Standard Arabic (L1) among trilingual university students
While a plethora of studies have documented the transformative effect of teaching metacognitive writing strategies (MCWSs) on students’ strategy use and writing performance within one language, the cross-linguistic transferability of this effect remains limited, particularly in its regressive nature. Adopting a quasi-experimental pre-test–post-test non-equivalent design, this study examines the impact of explicit MCWSs instruction in English (L3)…
Metacognitive regulation and ChatGPT-assisted writing
Given the contemporary global issues and growth of generative artificial intelligence (GenAI) technology, students are required to effectively activate their metacognitive strategies when using AI not only to develop essential 21st-century skills but also to leverage the benefits of GenAI and avoid its potential negative effect. This paper explores the dynamic realm of AI-assisted writing within the framework of metacognitive regulation (MR) and …
Advancing L3 writing pedagogy in higher education through metacognitive strategy instruction
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 (3 works) · Language proficiency (3 works) · Metacognition (3 works) · Metalinguistics (3 works) · Reading and Literacy Development (3 works) · Second Language Acquisition and Learning (3 works) · Transfer of training (3 works) · Innovative Teaching and Learning Methods (2 works) · Linguistics (2 works) · Multilingualism (2 works)