ED-DALI RACHID

Scopus Publications

Adopting the flipped classroom model in EFL classrooms: transforming active learning for Moroccan high school students
Rachid Ed-dali
Asian Pacific Journal of Second and Foreign Language Education, 2025
This study explored the impact of the Flipped Classroom Model on improving EFL proficiency among high school students in Morocco. Conventional EFL teaching methods in Moroccan institutions typically focus on teacher-led instruction, which restricts student involvement and practical language use. Conversely, the Flipped Classroom Model reallocates content delivery to outside the classroom, enabling class time to be dedicated to interactive, student-focused activities that foster active learning and critical thinking (Freeman et al., Proc Natl Acad Sci U S A 111(23):8410–8415, 2014; Al-Zahrani, B J Educ Technol 46(6):1133–1148, 2015). Emphasizing a mixed-methods approach, this study integrated quantitative data from pre- and post-tests with qualitative feedback from student and teacher surveys, classroom observations, and focus group discussions. The findings demonstrated a statistically significant enhancement in students’ language abilities, including speaking, reading, and listening, after the FCM was implemented, with mean differences between 14.6 and 15.8 points. Furthermore, the study indicated high student satisfaction, reflected in a mean score of 4.3 out of 5, alongside increased participation in classroom activities. Nonetheless, challenges were noted, particularly regarding students’ self-paced learning management and the heightened workload for teachers in preparing pre-class materials. The results implied that while the Flipped Classroom Model effectively boosts language proficiency and engagement, it necessitates strong support systems to tackle the challenges linked to self-directed learning and teacher preparation. Recommendations include enhancing support for students, providing institutional support for educators, and conducting studies to evaluate the impacts of the FCM in educational settings.
Bridging the Gap: The Role of Assistive Technologies in Enhancing Translation Accessibility for Visually Impaired Learners in Moroccan Higher Educational Institutions
Rachid Ed-dali
Journal of Interdisciplinary Studies in Education, 2025
This study explores the impact of assistive technologies on academic accessibility for visually impaired students in Moroccan higher education, focusing on translation studies. Using a mixed-methods approach, the research finds that technologies like screen readers are crucial, with 85% of participants using them daily. A strong positive correlation (r = 0.78) is observed between technology use, academic satisfaction, improved task efficiency, and mental health. However, issues with Optical Character Recognition (OCR) software and accessibility barriers persist. The study highlights the need for improved assistive technologies and better-designed educational materials, suggesting further research on their long-term academic and professional impacts.
Enhancing Translation Skills among Moroccan Students at Cadi Ayyad University: Addressing Challenges Through Cooperative Work Procedures
Rachid Ed-dali
Open Education Studies, 2025
The primary objective of translation is to accurately render the meaning of the source text into the target language. However, many translation students frequently employ inaccurate translation methods when translating between English and Arabic. This study investigates the effectiveness of the cooperative work procedure in improving translation accuracy and linguistic proficiency among Moroccan students enrolled in the course of Advanced Translation Studies at the Faculty of Letters and Human Sciences, Cadi Ayyad University, Marrakech. Utilizing a quasi-experimental research design, the study compares an experimental group, which engaged in structured collaborative translation tasks, with a control group following traditional individual translation approaches. The purposive sample comprised fifth-semester translation students. Findings indicate that collaborative translation significantly enhanced students’ translation accuracy, critical thinking, and linguistic skills. Future research should examine the integration of digital tools within broader academic contexts to further explore collaborative translation methods.
Assessing DeepSeek R1 and ChatGPT 4.5 in Arabic-English literary translation: performance, challenges, and implications
Rachid Ed-Dali
Cogent Arts and Humanities, 2025
Artificial Intelligence (AI) tools such as DeepSeek R1 and ChatGPT 4.5 have emerged as promising aids in Arabic-English literary translation. This study aims to compare the translation performance of these two systems using a mixed-methods approach. Quantitative analysis was conducted through five established evaluation metrics, BLEU, COMET, METEOR, BERTScore, and sacreBLEU, to assess accuracy, fluency, and semantic coherence. Complementing these measures, a qualitative evaluation was carried out with 80 undergraduate students from Cadi Ayyad University, who critically assessed anonymized AI-generated translations against their versions and published human translations using a structured rubric. Results indicate that DeepSeek R1 achieved consistently higher automated metric scores across literary genres (novels, plays, poems). However, qualitative analysis highlighted persistent challenges in pragmatic coherence, cohesion, and emotional depth, especially in poetry and dramatic texts. While DeepSeek R1 demonstrated potential in lexical accuracy and fluency, significant human intervention remains essential for achieving high-quality literary translations. Future research should integrate larger-scale human evaluations to comprehensively assess the capabilities and limitations of AI translation tools in diverse literary contexts.
Non-sighted learners’ experiences towards phonology and phonetics teaching methods in higher education: an exploration of efficiency, access and performance
Rachid Ed-dali
Cogent Education, 2024
Universities have a mandate to accommodate non-sighted students, but it has been widely reported by a considerable number of visually impaired students that they confront a plethora of difficulties in their pursuit of education. The present study employed a descriptive research design to delineate and record the attributes, viewpoints, and circumstances of the twenty-five shortsighted and non-sighted students who were the subjects of inquiry in this investigation. More specifically, this mixed-method approach study aimed to underscore the difficulties faced by non-sighted students while pursuing their studies in Phonetics and Phonology at the Faculty of Letters and Human Sciences and the Faculty of the Arabic Language in Marrakech. Results indicated that visually impaired and non-sighted students encountered particular challenges in comprehending this university course due to the intricate nature of the structural information involved. Students with visual impairment, in this study, faced difficulties in Phonetics and Phonology as they were unable to understand the course material due to the absence of aid materials. Additionally, the final exams for these courses did not cater to the needs of non-sighted students. Finally, the study showed that a comprehensive and precise depiction of the current state of affairs of the cases examined, while relying on in-depth interviews, should be a priority.
Natural Language Processing Based Approach to Overcome Arabizi and Code Switching in Social Media Moroccan Dialect
Soufiane Hajbi, Younes Chihab, Rachid Ed-Dali, Redouan Korchiyne
Lecture Notes in Networks and Systems, 2022
Sharing Tourism and Its Impact on Hospitality Management in Essaouira: Analysis of the Evolution of Booking.com and Airbnb
Mohamed Boukherouk, Rachid Ed-dali, Youness Dbibirha
Springer Proceedings in Business and Economics, 2020

ED-DALI RACHID

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Scopus Publications