Bibliographic record
Abstract
This study critically analyzes the portrayal of Islamic ethics and Moroccan cultural values in two prominent EFL textbooks, Ticket to English 1 and English Horizons. Using qualitative content analysis and Critical Discourse Analysis (CDA), the study assesses how well fundamental Islamic principles such as compassion, modesty, and social responsibility are reflected in these educational materials. The results indicate a lack of direct references to Islamic teachings and a superficial treatment of Moroccan cultural heritage. Although ethical concepts like respect and kindness are included, they are presented without their Islamic context, leading to a disconnection from the students’ cultural and religious backgrounds. Furthermore, mentions of cultural practices, including Ramadan and traditional family gatherings, are insufficiently explored, failing to represent the depth of Morocco’s Islamic heritage, such as Quranic education and Islamic art. This study highlights the necessity for future textbooks to incorporate Islamic ethics and Moroccan traditions more effectively to enhance the learning experience and better align language education with cultural identity. Future research should consider evaluating EFL materials across different educational levels and conducting comparative analyses with textbooks from analogous cultural backgrounds.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".