https://journals.arafa.org/index.php/jesaf <p class="intro">JESAF<strong> (Journal of English Studies in Arabia Felix) </strong>2957-515X (Online) is a bi-annual peer-reviewed. It is a bi-annual <strong>blind peer-reviewed</strong> international forum for exchanging ideas, opinions, innovations, and publishing theoretical and practical research pertinent to English language studies. We favor contributions that contribute to understanding the field, especially in the use and application of appropriate evidence, research and theorizing as applied to contemporary issues of concern to the readership. </p> ARAFA en-US Journal of English Studies in Arabia Felix 2957-515X <p>Creative Commons Attribution license (CC BY-NC-ND)</p> https://journals.arafa.org/index.php/jesaf/article/view/119 <p>Effective listening is essential for academic success, yet many students struggle to process and retain information during lectures. Note-taking (NTK) is recognized as an important strategy for supporting comprehension and memory. However, the specific impact of different NTK methods on listening performance is under-researched. This study investigates the relationship between students’ NTK strategies and listening comprehension in academic settings. It highlights NTK as a key skill for cognitive processing and information retention. Using a cross-sectional design, data were collected from 40 randomly selected Omani university students through a questionnaire measuring strategy use, perceived listening comprehension, and NTK effectiveness. Descriptive statistics, Pearson’s correlation, ANOVA, and regression analyses were applied. Results revealed that outline and mind-mapping strategies were the most frequently used and showed a significant positive correlation with comprehension and recall scores. ANOVA indicated significant differences in comprehension based on strategy type, while regression analysis identified the outline method as the strongest predictor of listening comprehension. Qualitative responses supported these findings, emphasizing improved understanding, organization, and memory as key benefits. Overall, the study demonstrates that structured NTK techniques enhance lecture content processing and lead to better academic listening performance.</p> Nagamurali Eragamreddy Copyright (c) 2026 Journal of English Studies in Arabia Felix https://creativecommons.org/licenses/by-nc-nd/4.0 2026-01-02 2026-01-02 5 1 1 17 10.56540/jesaf.v5i1.119 https://journals.arafa.org/index.php/jesaf/article/view/129 <p>This study investigated pedagogical challenges of teaching English as a complementary course in the Moroccan university context. It is based on teachers’ and students’ perceptions, classroom practices, and institutional constraints. The sample consisted of 120 undergraduate students in law and business programs at the poly-disciplinary faculty of Taza, as well as 10 English instructors in the same context. they responded to a structured questionnaire. Findings reveal that instruction is dominated by grammar-translation and reading comprehension methods, with little use of communicative or discipline-specific activities. Structural limitations (large class sizes, restricted contact hours, and inadequate resources) further hinder effective teaching. Students demonstrate moderate, mainly instrumental motivation, while teachers report insufficient training to adapt English content to the disciplinary needs of their students. These results highlight a misalignment between the course and students' academic contexts, reducing engagement and relevance. The study concludes that reconceptualizing the module as a discipline-sensitive program, integrating authentic materials, communicative approaches, and sustained teacher development, alongside institutional support, is essential to transform English from a peripheral subject into a strategic tool for academic and professional success in Moroccan higher education.</p> EL Houssine El Fallaki Copyright (c) 2026 Journal of English Studies in Arabia Felix https://creativecommons.org/licenses/by-nc-nd/4.0 2026-01-03 2026-01-03 5 1 18 28 10.56540/jesaf.v4i2.129