The present study aims at investigating Moroccan EFL teachers’ participation in and attitude towards online professional development. It seeks also to examine teachers’ perceived effectiveness of online professional development by using a cross-sectional survey design. This design was supported with a questionnaire and a scale to collect data from a sample of (103) Moroccan EFL teacher. The data elicited was coded and analyzed quantitatively and qualitatively. The results of the study reveal that teachers in the Moroccan context are not fully engaged in online professional and they still exhibit higher preference to traditional forms of professional development. In addition, the results report that teachers perceive that online professional development provides effective content that is sustainable and access flexible. However, teachers also inform that online professional development is not active and collaborative in nature. Based on the results of this study a number of informed recommendations are directed to Moroccan English language teachers and policymakers.

This study seeks to investigate the effect of the flipped classroom model on university students’ writing proficiency. To evaluate the state of the art in the Moroccan context, this study utilizes a pre-test/post-test quasi-experimental design with control groups. The sample of this research consists of (148) first-year university students enrolled in the department of English studies. This sample is divided into experimental and control groups to meet the objectives of the research design. For the purpose of data collection, this study uses a pre-test and a post-test of writing achievement. The data collected for this research is analyzed using independent samples t-tests. The findings of this study disclose that the flipped classroom model has a significant positive impact on students’ paragraph-writing skills in general and on the writing of most of the paragraph’s constructs in particular. The findings of this study suggest that English language teachers need to adopt student-centered teaching/learning models that integrate face-to-face with online learning modalities in order to improve students’ writing proficiency.