This paper reports on a blended learning approach for public speaking in an English as a foreign language (EFL) context. The researcher implemented the course design through reduced weekly face-to-face class sessions and online student interaction using a speech video-based blog. Using a survey conducted at the end of the semester, multiple comments provided for online peer feedback, structured outlines submitted to Turnitin, and instructor’s weekly observation of the students’ presence and performance online, the researcher collected data about the students’ progressive learning of the public speaking skills, peer feedback, and the students’ assessment of each aspect pertaining to the blended learning experience. The qualitative analysis revealed the effectiveness of online peer feedback in public speaking skills development as demonstrated by students’ attainment of course intended learning outcomes, as well as an overall positive student perception towards the blended learning model, with minor reservation of less confident students at the onset of the online implementation phase. 

Research on impact of sustained impromptu speaking on public speaking competency development is scarce and lacking. The researcher investigated Moroccan college students' public speaking competency development through extemporaneous (i.e. carefully prepared and rehearsed) speech performance, after implementation of a teaching strategy involving treatment through weekly impromptu (i.e., involving little or no preparation) speaking sessions combined with individual goal-setting strategy (teacher feedback). For this purpose, the researcher assessed 64 extemporaneous speeches delivered over the course of a semester using the public speaking competence rubric (PSCR), and observed the students' public speaking progress through 90 impromptu speaking activities using a weekly goal-setting strategy. Results revealed that a combination of sustained impromptu speaking and goal-setting contributed significantly and effectively to public speaking skills development over the course of the semester. They also clearly showed that the teacher's weekly goal-setting strategy played a major role in building speakers' confidence and overall improvement. Considering the linguistic and cultural background of the students involved, together with the speech genres and the instructor's task requirements, new public speaking competency dimensions and sub-dimensions have been identified.

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The purpose of this study was to investigate the effect of videotaping on college students' public speaking skills development in English as a Foreign Language (EFL) from the learners' perspective. Twenty Moroccan freshmen students majoring in Engineering, Business, and Humanities at Al Akhawayn University in Ifrane, Morocco, participated in the study. Using 60 videotaped extemporaneous speeches, pre and post-videotaping surveys together with self-reflection essays, the researcher reports on students' perceptions of and attitudes towards the effectiveness of videotaping on their public speaking competence development. Results revealed that the students' public speaking skills improved over the course of a semester in terms of content, followed by non-verbal communication, verbal communication, organization, and language. In line with some previous research, this study confirms that a combination of videotaping and self-reflection has a major effect on improving students' public speaking skills, developing confidence of EFL learners, and fostering independent learning.

Research on gender and writing strategies in English as a foreign language (EFL) is scarce. This study investigates whether Moroccan male and female undergraduates use similar or different writing strategies when composing essays in the narrative and expository genres. Using think-aloud as a main research tool, a questionnaire, and retrospective interviews, the researcher collected data pertaining to male and female students’ strategy use and cognitive processes while writing in EFL. The analysis of 64 think-aloud protocols revealed Moroccan undergraduates’ use of a variety of writing strategies in terms of type and frequency. Both main types and subtypes of writing strategies emerged. Two-way Analysis of Variance (ANOVA) revealed that each gender group used some writing strategies more frequently than the other group; however, this difference in frequency of use was not statistically significant. In addition, the interaction of gender, writing strategy use, and discourse type yielded a significant difference in the use of the strategy of codeswitching only (i.e., language switch). On the other hand, the qualitative analysis of the protocols and interviews revealed a large variation between males and females in the use of the twelve strategies under investigation, together with overall writing behaviors. These strategies shall be presented together with recommendations for teaching composition in the EFL classroom.