The role of grit and enjoyment in EFL learners’ willingness to communicate in Saudi Arabia and Morocco: a cross-cultural study

References

• Akos, P., and J. Kretchmar. 2017. “Investigating Grit at a non-Cognitive Predictor of College Success.” The Review of Higher Education 40 (2): 163–186. doi:10.1353/rhe.2017.0000.
   Web of Science ®Google Scholar
• Allame, Y. E. K. E., and Y. Laaraj. 2017. Reframing Language Roles in Moroccan Higher Education: Context and Implications of the Advent of English. doi:10.31219/osf.io/2a3mj.
   Google Scholar
• Alrabai, F. 2022. “Modeling the Relationship Between Classroom Emotions, Motivation, and Learner Willingness to Communicate in EFL: Applying a Holistic Approach of Positive Psychology in SLA Research.” Journal of Multilingual and Multicultural Development, 1–19. doi:10.1080/01434632.2022.2053138.
   Web of Science ®Google Scholar
• Baker, S. C., and P. D. MacIntyre. 2000. “The Role of Gender and Immersion in Communication and Second Language Orientations.” Language Learning 50 (2): 311–341. doi:10.1111/0023-8333.00119.
   Web of Science ®Google Scholar
• Barrios, E., and I. Acosta-Manzano. 2021. “Factors Predicting Classroom WTC in English and French as Foreign Languages among Adult Learners in Spain.” Language Teaching Research, doi:10.1177/13621688211054046.
   Web of Science ®Google Scholar
• Bazelais, P., D. J. Lemay, and T. Doleck. 2016. “How Does Grit Impact Students’ Academic Achievement in Science?” European Journal of Science and Mathematics Education 4 (1): 33–43. doi:10.30935/scimath/9451
   Google Scholar
• Bensalem. E. 2021. “The Impact of Enjoyment and Anxiety on English-Language Learners’ Willingness to Communicate.” Vivat Academia. Revista de Comunicación 155: 91–111. doi:10.15178/va.2022.155.e1310.
   Web of Science ®Google Scholar
• Bensalem, E., & Thompson, A. S. (2021). Multilingual effects on EFL learning: a comparison of foreign language anxiety and self–confidence experienced by bilingual and multilingual tertiary students. International Journal of Bilingual Education and Bilingualism, 25(7), 2653–2667. https://doi.org/10.1080/13670050.2021.1943306
   Web of Science ®Google Scholar
• Botes, E., J. Dewaele, and S. Greiff. 2020. “The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning.” European Journal of Applied Linguistics 8 (2): 279–306. doi:10.1515/eujal-2020-0003.
   Web of Science ®Google Scholar
• Botes, E., J.-M. Dewaele, and S. Greiff. 2021. “The Development and Validation of the Short Form of the Foreign Language Enjoyment Scale.” The Modern Language Journal 105: 858–876. doi:10.1111/modl.12741.
   Web of Science ®Google Scholar
• Boudreau, C., P. D. MacIntyre, and J.-M. Dewaele. 2018. “Enjoyment and Anxiety in Second Language Communication: An Idiodynamic Approach.” Studies in Second Language Learning and Teaching 8 (1): 149–170. doi:10.14746/ssllt.2018.8.1.7.
   Web of Science ®Google Scholar
• Cameron, D. 2013. “Willingness to Communicate in English as a Second Language as a Stable Trait or Context-Influenced Variable.” Australian Review of Applied Linguistics 36 (2): 177–196. doi:10.1075/aral.36.2.04cam.
   Google Scholar
• Clément, R., S. C. Baker, and P. D. MacIntyre. 2003. “Willingness to Communicate in a Second Language: The Effects of Context, Norms, and Vitality.” Journal of Language and Social Psychology 22 (2): 190–209. doi:10.1177/0261927X03022002003.
   Web of Science ®Google Scholar
• Coface. 2023, February. Accessed March 19, 2023. https://www.coface.com/Economic-Studies-and-Country-Risks/Morocco.
   Google Scholar
• Daniel, M. C., and A. Ball. 2009. "Contextualizing Multilingualism in Morocco." Gist: Education and Learning Research Journal 3: 123-133.
   Google Scholar
• Derakhshan, A., J. Fathi, and S. Nourzadeh. 2022. “Testing a Model of WTC Based on Ideal L2 Self and Grit among Learners of Persian as a Foreign Language.” Journal of Teaching Persian to Speakers of Other Languages 11 (1): 29–50. doi:10.30479/jtpsol.2022.16425.1561.
   Google Scholar
• Dewaele, J.-M. 2019. “The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners.” Journal of Language and Social Psychology 38 (4): 523–535. doi:10.1177/0261927(19864996.
   Web of Science ®Google Scholar
• Dewaele, J.-M., and L. Dewaele. 2018. “Learner-internal and Learner-External Predictors of Willingness to Communicate in the FL Classroom.” Journal of the European Second Language Association 2 (1): 24. doi:10.22599/jesla.37.
   Google Scholar
• Dewaele, J.-M., and P. D. MacIntyre. 2014. “The two Faces of Janus?” Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching 4: 237–274. doi:10.14746/ssllt.2014.4.2.5
   Google Scholar
• Dewaele, J., A. F. Magdalena, and K. Saito. 2019. “The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment.” The Modern Language Journal 103 (2): 412–427. doi:10.1111/modl.12555.
   Web of Science ®Google Scholar
• Dewaele, J.-M., and C. Li. 2018. "Editorial." Studies in Second Language Learning and Teaching 8: 1519. doi:10.14746/ssllt.2018.8.1.1.
   Google Scholar
• Dewaele, J.-M., and L. M. Pavelescu. 2019. “The Relationship Between Incommensurable Emotions and Willingness to Communicate in English as a Foreign Language: A Multiple Case Study.” Innovation in Language Learning and Teaching 15 (1): 66–80. doi:10.1080/17501229.2019.1675667.
   Web of Science ®Google Scholar
• Duckworth, A. L., C. Peterson, M. D. Matthews, and D. R. Kelly. 2007. “Grit: Perseverance and Passion for Long-Term Goals.” Journal of Personality and Social Psychology 92 (6): 1087–1101. doi:10.1037/0022-3514.92.6.1087.
   PubMed Web of Science ®Google Scholar
• Ebn-Abbasi, F., and M. Nushi. 2022. “EFL Learners’ Grit, Classroom Enjoyment and Their Willingness to Communicate: Iranian Public School Versus Private English Language Institute Learners.” Asian-Pacific Journal of Second and Foreign Language Education 7 (1), doi:10.1186/s40862-022-00150-9.
   Web of Science ®Google Scholar
• Elahi Shirvan, M., and N. Talebzadeh. 2017. “Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective.” Journal of Intercultural Communication Research 47 (1): 21–37. doi:10.1080/17475759.2017.1400458.
   Google Scholar
• Ennaji, M. 2005. “Language, Culture, and Identity.” In Multilingualism, Cultural Identity, and Education in Morocco. Boston, MA: Springer. doi:10.1007/0-387-23980-4_3.
   Google Scholar
• Ergün, A., and H. Demirdağ. 2022. “The Relation Between Foreign Language Enjoyment, Subjective Well-Being, and Perceived Stress in Multilingual Students.” Journal of Multilingual and Multicultural Development, Online, doi:10.1080/01434632.2022.2057504.
   Google Scholar
• Feng, L., and M. Papi. 2020. “Persistence in Language Learning: The Role of Grit and Future Self-Guides.” Learning and Individual Differences 81: 101904. doi:10.1016/j.lindif.2020.101904.
   Web of Science ®Google Scholar
• Fredrickson, B. L. 2003. “The Value of Positive Emotions: The Emerging Science of Positive Psychology is Coming to Understand why It’s Good to Feel Good.” American Scientist 91: 330–335. doi:10.1511/2003.26.330
   Web of Science ®Google Scholar
• Frenzel, A. C., R. Pekrun, and T. Goetz. 2007. “Perceived Learning Environment and Students’ Emotional Experiences: A Multilevel Analysis of Mathematics Classrooms.” Learning and Instruction 17 (5): 478–493. doi:10.1016/j.learninstruc.2007.09.001.
   Web of Science ®Google Scholar
• Fuji, S. 2021. “Relationships Between Foreign Language Anxiety and Willingness to Communicate among Japanese EFL Learners.” Journal of Management and Training for Industries 8 (1): 1–12. doi:10.12792/JMTI.8.1.1.
   Google Scholar
• Gardner, R. C., and P. D. MacIntyre. 1993. “On the Measurement of Affective Variables in Second Language Learning.” Language Learning 43 (2): 157–194. doi:10.1111/j.1467-1770.1992.tb00714.x.
   Web of Science ®Google Scholar
• Hair, J. F., W. C. Black, B. J. Babin, and R. E. Anderson. 2010. Multivariate Data Analysis. 7th Edition. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Hardesty, D. M., and W. O. Bearden. 2004. “The use of Expert Judges in Scale Development: Implications for Improving Face Validity of Measures of Unobservable Constructs.” Journal of Business Research 57 (2): 98–107. doi:10.1016/S0148-2963(01)00295-8
   Web of Science ®Google Scholar
• Henry, A., C. Thorsen, and P. D. MacIntyre. 2021a. “Willingness to Communicate in a Multilingual Context: Part one, a Time-Serial Study of Developmental Dynamics.” Journal of Multilingual and Multicultural Development, 1–20. doi:10.1080/01434632.2021.1931248.
   Web of Science ®Google Scholar
• Henry, A., C. Thorsen, and P. D. MacIntyre. 2021b. “Willingness to Communicate in a Multilingual Context: Part two, Person-Context Dynamics.” Journal of Multilingual and Multicultural Development, doi:10.1080/01434632.2021.1935975.
   Web of Science ®Google Scholar
• Herdina, P., and U. Jessner. 2002. A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Bristol, Blue Ridge Summit: Multilingual Matters. doi:10.21832/9781853595547.
   Google Scholar
• Hogan-Brun, G. 2017. Linguanomics: What is the Market Potential of Multilingualism? London: Bloomsbury.
   Google Scholar
• Horwitz, E. 2001. “Language Anxiety and Achievement.” Annual Review of Applied Linguistics 21: 112–126. doi:10.1017/s0267190501000071.
   Google Scholar
• Hu, L. T., and P. M. Bentler. 1999. “Cutoff Criteria for fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus new Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6: 1–55. doi:10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Ivcevic, Z., and M. Brackett. 2014. “Predicting School Success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability.” Journal of Research in Personality 52: 29–36. doi:10.1016/j.jrp.2014.06.005.
   Web of Science ®Google Scholar
• Jiang, Y., and J.-M. Dewaele.  2019. "How Unique is the Foreign Language Classroom Enjoyment and Anxiety of Chinese EFL Learners? System 82: 13–25. doi:10.1016/j.system.2019.02.017.
   Web of Science ®Google Scholar
• Jin, Y. X., and J.-M. Dewaele. 2018. “The Effect of Positive Orientation and Perceived Social Support on Foreign Language Classroom Anxiety.” System 74: 149–157. doi:10.1016/j.system.2018.01.002.
   Web of Science ®Google Scholar
• Kang, S. 2005. “Dynamic Emergence of Situational Willingness to Communicate in a Second Language.” System 33: 277–292. doi:10.1016/j.system.2004.10.004
   Google Scholar
• Kannangara, C. S., R. E. Allen, G. Waugh, N. Nahar, S. Z. N. Khan, S. Rogerson, and J. Carson. 2018. “All That Glitters is not Grit: Three Studies of Grit in University Students.” Frontiers in Psychology 9), doi:10.3389/fpsyg.2018.01539.
   PubMed Web of Science ®Google Scholar
• Khajavy, G. H., B. Ghonsooly, A. Hosseini, and C. W. Choi. 2016. “Willingness to Communicate in English: Amicrosystem Model in the Iranian EFL Classroom Context.” TESOL Quarterly 50: 154–180. doi:10.1002/tesq.204
   Web of Science ®Google Scholar
• Khajavy, G. H., P. D. MacIntyre, and E. Barabadi. 2018. “Role of the Emotions and Classroom Environment in Willingness to Communicate.” Studies in Second Language Acquisition 40 (3): 605–624. doi:10.1017/s0272263117000304.
   Web of Science ®Google Scholar
• Khajavy, G. H., P. D. MacIntyre, and J. Hariri. 2020. “A Closer Look at Grit and Language Mindset as Predictors of Foreign Language Achievement.” Studies in Second Language Acquisition 43 (2): 379–402. doi:10.1017/s0272263120000480.
   Web of Science ®Google Scholar
• Kruk, M. 2019. “Dynamicity of Perceived Willingness to Communicate, Motivation, Boredom and Anxiety in Second Life: The Case of two Advanced Learners of English.” Computer Assisted Language Learning 35 (1–2): 190–216. doi:10.1080/09588221.2019.1677722.
   Web of Science ®Google Scholar
• Lahuerta, A. C. 2014. “Factors Affecting Willingness to Communicate in a Spanish University Context.” International Journal of English Studies 14: 2. doi:10.6018/j.193611.
   Google Scholar
• Lan, G., L. Nikitina, and W. S. Woo. 2021. “Ideal L2 Self and Willingness to Communicate: A Moderated Mediation Model of Shyness and Grit.” System 99: 102503. doi:10.1016/j.system.2021.102503.
   Web of Science ®Google Scholar
• Lee, J. S. 2020. “The Role of Grit and Classroom Enjoyment in EFL Learners’ Willingness to Communicate.” Journal of Multilingual and Multicultural Development 43 (5): 452–468. doi:10.1080/01434632.2020.1746319.
   Web of Science ®Google Scholar
• Lee, J. S., and N. A. Drajati. 2019. “Affective Variables and Informal Digital Learning of English: Keys to Willingness to Communicate in a Second Language.” Australasian Journal of Educational Technology 35 (5): 168–182. doi:10.14742/ajet.5177.
   Web of Science ®Google Scholar
• Lee, J. S., and J. C. Hsieh. 2019. “Affective Variables and Willingness to Communicate of EFL Learners in in-Class, out-of-Class, and Digital Contexts.” System 82: 63–73. doi:10.1016/j.system.2019.03.002.
   Web of Science ®Google Scholar
• Lee, J. S., and T. Taylor. 2022. “Positive Psychology Constructs and Extramural English as Predictors of Primary School Students’ Willingness to Communicate.” Journal of Multilingual and Multicultural Development, 1–19. doi:10.1080/01434632.2022.2079650.
   Web of Science ®Google Scholar
• Li, C. 2019. “A Positive Psychology Perspective on Chinese EFL Students’ Trait Emotional Intelligence, Foreign Language Enjoyment and EFL Learning Achievement.” Journal of Multilingual and Multicultural Development 41 (3): 246–263. doi:10.1080/01434632.2019.1614187.
   Web of Science ®Google Scholar
• Li, C., J.-M. Dewaele, M. Pawlak, and M. Kruk. 2022. “Classroom Environment and Willingness to Communicate in English: The Mediating Role of Emotions Experienced by University Students in China.” Language Teaching Research, 136216882211116. doi:10.1177/13621688221111623.
   Web of Science ®Google Scholar
• Li, C., G. Jiang, and J.-M. Dewaele. 2018. “Understanding Chinese High School Students’ Foreign Language Enjoyment: Validation of the Chinese Version of the Foreign Language Enjoyment Scale.” System 76: 183–196. doi:10.1016/j.system.2018.06.004.
   Web of Science ®Google Scholar
• Liu, M. 2018. “Bilingual/Multilingual Learners’ Willingness to Communicate in and Anxiety on Speaking Chinese and Their Associations with Self-Rated Proficiency in Chinese.” International Journal of Bilingual Education and Bilingualism 21 (1): 54–69. doi:10.1080/13670050.2015.1127889.
   Web of Science ®Google Scholar
• MacIntyre, P. D. 2007. “Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process.” The Modern Language Journal 91: 564–576. doi:10.1111/j.1540-4781.2007.00623.x.
   Web of Science ®Google Scholar
• MacIntyre, P. D., P. A. Babin, and R. Clément. 1999. “Willingness to Communicate: Antecedents and Consequences.” Communication Quarterly 47 (2): 215–229. doi:10.1080/01463379909370135
   Google Scholar
• MacIntyre, P. D., and R. Clément. 1996. A model of willingness to communicate in a second language: The concept, its antecedents and implications. Presented at the World Congress of Applied Linguistics (AILA), Jyväskylä, Finland.
   Google Scholar
• MacIntyre, P. D., R. Clément, Z. Dörnyei, and K. A. Noels. 1998. “Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation.” The Modern Language Journal 82: 545–562. doi:10.1111/j.1540-4781.1998.tb05543.x.
   Web of Science ®Google Scholar
• MacIntyre, P. D., and J. Doucette. 2010. “Willingness to Communicate and Action Control.” System 38: 161–171. doi:10.1016/j.system.2009.12.013.
   Web of Science ®Google Scholar
• MacIntyre, P., and T. Gregersen. 2012. “Emotions That Facilitate Language Learning: The Positive-Broadening Power of the Imagination.” Studies in Second Language Learning and Teaching 2 (2): 193. doi:10.14746/ssllt.2012.2.2.4.
   Google Scholar
• MacIntyre, P. D., T. Gregersen, and S. Mercer. 2019. “Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research.” The Modern Language Journal 103 (1): 262–274. doi:10.1111/modl.12544.
   Web of Science ®Google Scholar
• MacIntyre, P. D., and L. Vincze. 2017. “Positive and Negative Emotions Underlie Motivation for L2 Learning.” Studies in Second Language Learning and Teaching 7 (1): 61–88. doi:10.14746/ssllt.2017.7.1.4.
   Web of Science ®Google Scholar
• Mahboob, A., and T. Elyas. 2014. “English in the Kingdom of Saudi Arabia.” World Englishes 33 (1): 128–142. doi:10.1111/weng.12073
   Web of Science ®Google Scholar
• McCroskey, J. C., and V. P. Richmond. 1991. “Willingness to Communicate: A Cognitive View.” In Communication, Cognition, and Anxiety, edited by M. BoothButterfield, 19–37. Newbury Park, CA: Sage.
   Google Scholar
• Peng, J.-E. 2019. “Understanding Willingness to Communicate as Embedded in Classroom Multimodal Affordances: Evidence from Interdisciplinary Perspectives.” Linguistics and Education 51: 59–68. doi:10.1016/j.linged.2019.04.006.
   Web of Science ®Google Scholar
• Peng, J.-E., and L. Woodrow. 2010. "Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context." Language Learning 60 (4): 834–876. doi:10.1111/j.1467-9922.2010.00576.x.
   Web of Science ®Google Scholar
• Pijls, R., B. H. Groen, M. Galetzka, and A. T. Pruyn. 2017. “Measuring the Experience of Hospitality: Scale Development and Validation.” International Journal of Hospitality Management 67 (1): 125–133. doi:10.1016/j.ijhm.2017.07.008
   Web of Science ®Google Scholar
• Riasati, M. J. 2018. “Willingness to Speak English among Foreign Language Learners: A Causal Model.” Cogent Education 5 (1): 1455332. doi:10.1080/2331186x.2018.1455332.
   Web of Science ®Google Scholar
• Sudina, E., and L. Plonsky. 2021. “Academic Perseverance in Foreign Language Learning: An Investigation of Language-Specific Grit and its Conceptual Correlates.” The Modern Language Journal 105 (4): 829–857. doi:10.1111/modl.12738.
   Web of Science ®Google Scholar
• Tan, K. E., and E. Phairot. 2018. “Willingness to Communicate among Thai EFL Students: Does English Proficiency Matter?” The Journal of Asian TEFL 15 (3): 590–602. doi:10.18823/asiatefl.2018.15.3.2.590
   Web of Science ®Google Scholar
• Tanielian, A. R. 2017. “Foreign Language Anxiety among First-Year Saudi University Students.” International Education Journal: Comparative Perspectives 16 (2): 116–130.
   Google Scholar
• Teimouri, Y. 2017. “L2 Selves, Emotions, and Motivated Behaviors.” Studies in Second Language Acquisition 39 (4): 681–709. doi:10.1017/S0272263116000243
   Web of Science ®Google Scholar
• Teimouri, Y., L. Plonsky, and F. Tabandeh. 2020. “L2 Grit: Passion and Perseverance for Second-Language Learning.” Language Teaching Research 26 (5): 893–918. doi:10.1177/1362168820921895.
   Web of Science ®Google Scholar
• Thompson, A. S. 2013. “The Interface of Language Aptitude and Multilingualism: Reconsidering the Bilingual/Multilingual Dichotomy.” Modern Language Journal 97 (3): 685–670. doi:10.1111/j.1540-4781.2013.12034.x.
   Web of Science ®Google Scholar
• Thompson, A. S. 2016. “How do Multilinguals Conceptualize Interactions among Languages Studied? Operationalizing Perceived Positive Language Interaction (PPLI).” In The Usage-Based Study of Language Learning and Multilingualism, edited by L. Ortega, A. Tyler, and M. Uno, 91–111. Georgetown: Georgetown University Press.
   Google Scholar
• Thompson, A. S., and Z. Erdil-Moody. 2016. “Operationalizing Multilingualism: Language Learning Motivation in Turkey.” International Journal of Bilingual Education and Bilingualism 19 (3): 314–331. doi:10.1080/13670050.2014.985631.
   Web of Science ®Google Scholar
• Thompson, A. S., and A. Khawaja. 2016. “Foreign Language Anxiety in Turkey: The Role of Multilingualism.” Journal of Multilingual and Multicultural Development 37 (2): 115–130. doi:10.1080/01434632.2015.1031136.
   Web of Science ®Google Scholar
• Tucker, L. R., and C. Lewis. 1973. "A Reliability Coefficient for Maximum likelihood Factor Analysis." Psychometrika 38 (1): 1–10. doi:10.1007/BF02291170.
   Web of Science ®Google Scholar
• Wang, H., A. Peng, and M. M. Patterson. 2021. “The Roles of Class Social Climate, Language Mindset, and Emotions in Predicting Willingness to Communicate in a Foreign Language.” System 99: 102529. doi:10.1016/j.system.2021.102529.
   Web of Science ®Google Scholar
• Weaver, C. 2005. “Using the Rasch Model to Develop a Measure of Second Language Learners of Willingness to Communicate Within a Language Classroom.” Journal of Applied Measurement 6 (4): 396–415.
   PubMedGoogle Scholar
• Wei, H., K. Gao, and W. Wang. 2019. “Understanding the Relationship Between Grit and Foreign Language Performance among Middle School Students: The Roles of Foreign Language Enjoyment and Classroom Environment.” Frontiers in Psychology 10), doi:10.3389/fpsyg.2019.01508.
   Web of Science ®Google Scholar
• Yashima, T. 2002. “Willingness to Communicate in a Second Language: The Japanese EFL Context.” The Modern Language Journal 86: 54–66. doi:10.1111/1540-4781.00136.
   Web of Science ®Google Scholar
• Youssi, A. 1995. “The Moroccan Triglossia: Facts and Implications.” International Journal of the Sociology of Language 112: 1. doi:10.1515/ijsl.1995.112.29.
   Google Scholar
• Zhang, J., N. Beckmann, and J. F. Beckmann. 2018. “To Talk or not to Talk: A Review of Situational Antecedents of Willingness to Communicate in the Second Language Classroom.” System 72: 226–239. doi:10.1016/j.system.2018.01.003
   Web of Science ®Google Scholar
• Zhang, L. J., A. Saeedian, and J. Fathi. 2022. “Testing a Model of Growth Mindset, Ideal L2 Self, Boredom, and WTC in an EFL Context.” Journal of Multilingual and Multicultural Development, 1–16. doi:10.1080/01434632.2022.2100893.
   Web of Science ®Google Scholar
• Zouiten, S. 2023, January 12. World Bank projects Morocco's economic growth to average 3.5% in 2023. https://www.moroccoworldnews.com/. Accessed March 19, 2023. https://www.moroccoworldnews.com/2023/01/353498/world-bank-projects-moroccos-economic-growth-to-average-3-5-in-2023.
   Google Scholar