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This paper investigates the phenomenon of "digital plagiarism" and its effects on scientific research in Moroccan universities. It subscribes itself in the recent research work that focuses on university students and Information Technology in this "soft age," if one may name it as such. Amid the catastrophic plummeting reading rates, the massive digital youth migration to and dense immersion into the e-content abyss, and the consequent extensive dependence on web-generated information without regular sound verification and/or academic documentation, this paper attempts to identify the causes of that phenomenon and specify the ways Moroccan university students, especially undergraduates, use online content relevant to doing/writing their graduation research papers.

The present paper investigates one aspect of questionable research practices relating to Arabic L1 learners of foreign languages, namely the use of statistics. The objective of the paper is to argue that reproducible research requires adopting wise practices in linguistics and that the excessive focus on quantification does not seem to serve this purpose. Statistical significance tests in quantitative research are routinely used in linguistic inquiry as well as language teaching and learning studies with a view to supporting the relevant explanatory insights in linguistics. In this article, I will expose the misuse of statistics by doctoral students in English departments of Morocco working on Arabic L1 learners' data, by highlighting some practices that are at odds with international good practices in academic research in linguistics. I will take stock of the current questionable practices in this regard to dispel some of the misunderstanding about the use of statistics which is now gaining grounds lest this becomes an orthodoxy. I will argue that research on Arabic L1 learners' data should be focused more on exploration and discovery, as well as the validation of epistemological insights than on mere descriptive quantification geared to hypothesis verification. These areas of focus constitute the crux of academic research in linguistics, but they seem to be lost in statistics in doctoral students' theses. Recommendations and solutions are provided for enhancing transparency and improving reproducibility of doctoral research outcomes to advance theory building and the delivery of new research lines in linguistics as well as to avoid the risk of research waste, in line with the requirements of open science.

The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism.

Model United Nations (MUN) has seen dramatic growth in Morocco, both at the university and high school levels. It is a popular and effective teaching tool. This paper aims to test its utility using various methodologies. It shares the results of surveys, both historic and current, conducted at Al Akhawayn University evaluating the activity among students. It also includes interviews with MUN participants, both coaches and students, at Al Akhawayn University and elsewhere. Finally, the paper evaluates whether the tool is trans-cultural or whether it is an expansion of White space.

As in teaching other languages, the most difficult of the four basic skills in teaching Turkish as a foreign language is writing; it includes very different strategies from sequencing to analysis and synthesis. In addition, foreign language learners tend to transfer the forms and meanings of their own culture and language to the target language and culture. Transfer means mutual benefit to be taken from their mother tongue as well as the other language(s) at the students' disposal and it can be observed more in bilingual or multilingual individuals. In this sense, interfering negative transfer is a type of transfer that can exhibit itself as words, affixes/suffixes and syntax, while bilingual or multilingual individuals learn Turkish. The primary purpose of this study is to identify the mistakes caused by interfering negative transfers, show the effect of multilingualism on students, and help the instructors of Turkish as a foreign language. The study group consisted of 115 Moroccan students at the level of A1-A2 who learnt Turkish in the second and third course period of the 2021-2022 academic year at the ULUTÖMER language teaching center of Bursa Uludag University. The writing skills course papers of these students at the A1-A2 level the end-of-course exam were chosen as samples. The research model was qualitatively patterned, and the research data were obtained through document analysis. The writing skills course examples included in the study were examined using the scanning technique. As far as the goals of this study are concerned, it was found that the participant students benefited from their mother tongue as well as the other languages at their disposal in their writing skills the end-of-course exam papers. The writing skills of the end-of-course exam paper of the students were evaluated within the framework of the titles of words, affixes/suffixes and syntax. This study is significant in the sense that it reveals which languages at their disposal the Moroccan students benefit from when they use Turkish in their writing skills course. After identifying the interfering negative effects of the languages that the students knew over the target language, suggestions were offered about how to eliminate those negative effects.

This paper discusses the insightful and illuminating findings of teaching critical reading within the theoretical framework of critical pedagogy. More specifically, this paper examines the impact of a critical-reading course on students' reading skills and beliefs about discourse production and interpretation. The course was conducted according to the principles of transformative participatory action research and, thus, a corpus of 50 essays, written by a convenience sample of 25 post-graduate students in the pre-test and post-test phases, was analyzed to examine the effect of the course on students' reading-habits and their representations of different discourses. Pretest findings showed that most students used to think that discourses are innocent and ideology-free and that reading a text consists in understanding its general idea, extracting its writer's viewpoint, making sense of its vocabulary, and paraphrasing it. As far as text's function is concerned, most students used to believe that a text's basic function is delivering information. In addition, most of them were unaware of the fact that a text has ideological and socio-political functions. Post-test findings revealed that students' discourse awareness and reading habits have become more critical and developed at two levels: the worldview level and the meta-language level. The t-test statistics suggest that there is a significant difference of p?0.001 between students' reading scores before and after the intervention. Therefore, the null hypothesis which says that there is no significant difference between studying critical reading from a critical pedagogy perspective and studying it from a functional or conventional perspective is false.

This paper addresses the paradox of transition to online distance learning during COVID-19 pandemic in Higher Education Institutions (HEIs) in developing countries. The systematic review methodological procedures were employed to draw some limitations and possible opportunities that may inform future practices on online distance learning. The findings reveal several limitations such as digital inequalities, lack of reliable internet access, low readiness and technological competence among instructors and students, and limited availability of digital solutions. The findings also reveal that most students faced social emotional challenges due to rapid and blind transition to online distance learning. It was concluded that most limitations were due to lack of digital culture even before the outbreak of COVID-19 pandemic. It is recommended that deliberate investment should be made to promote digital culture and equity. Further possible areas for research recommended in this paper include exploration of digital inclusion among marginalized groups in developing countries.

This paper reports on the experimentation of a collaborative learning approach in university training for a Master's degree in "Pedagogical and Multimedia Engineering". It is carried out with learner-teachers training in Instructional Design. The approach adopted focuses on the complexity of the collaborative situation, and is based on three andragogical models: shared cognition, self-directed learning and transformative learning. The aim of this study is twofold. On the one hand, to assess the relevance of a totally collaborative approach that fully integrates students into their learning. On the other hand, to design a collaborative model in the form of a grid that can be used to assess the collaborative potential of a learning situation. The indicators evoked by the collaborative groups in relation to each component of the model they developed reflect their level of appropriation of the model, and the impact of the approach on the development of skills for analyzing and designing learning situations.

In an era of internationalisation and globalisation, many institutional and national governments' higher education policies have embraced neoliberal agendas that encourage the use of English as a medium of instruction (EMI). Due to the postcolonial struggles of the Global South, it is important to critically examine the entanglement of EMI with the cultural politics of English and the colonial relationship between the Global North and Global South. This study takes as its departure point the notion that EMI might entail linguistic governmentality in perpetuating the linguistic, cultural and epistemic superiority of Anglo-Atlantic spaces. This paper seeks to unearth and analyse the complexity of EMI teaching in the Global South, specifically in Morocco as a postcolonial context. This study draws on focus group discussions with 24 university professors to get deeper insights into their perceptions of the significance and the implications of using EMI in Moroccan universities.

This paper set out to explore online users' perceptions, attitudes, and practices towards mis/disinformation on social networking sites and investigate how they engage with, identify, and evaluate information disorder on social networking sites. The correlation study provides empirical insights into the complex relationship between digital media literacy and online information processing. To this end, a web-based survey was administered to gauge Moroccan undergraduate students' digital media literacy skills, particularly in what regards their ability to identify and evaluate the credibility of information online. The data obtained are consistent with the hypothesis guiding this research that there is a significant relationship between digital media literacy skills (DMLS) and students' ability to identify information disorder online (IDO). Based on the empirical findings, important implications and strategies for higher education institutions are addressed to help students become more digitally media literate consumers of information.

After the scientific consensus on the proliferation of COVID-19, a lethal virus, educational institutions worldwide have swiftly migrated to online learning. This upheaval has propelled online evaluation and assessment to be the norm during this period. The principal objective of the study and research is to explore students' experience with online emergency learning as well as online evaluation. This paper also investigates how Moroccan English as a foreign language (EFL) university learners perceive online assessment in comparison to face-to-face assessment. Data were collected from a sample of 93 Moroccan EFL university students using a self-designed questionnaire. The findings of this research revealed that the students experienced technical issues while submitting their exams. They have also expressed their disappointment with the lack of feedback provided by their professors, not to mention their constant worry about academic honesty. This has led them to lose interest in their studies and possess doubts about reliving this dissatisfactory experience. Therefore, the results implied that participants perceive online assessment as an insignificant factor for performance improvement. This unprecedented experience has had an unadulterated negative impact on students as it has left them both dissatisfied with their experience regarding distance learning and apprehensive about their future educational experiences. It is, then, recommended that the notion of online assessment should be given much attention in higher education in the Moroccan context.

This paper analyzes the effects of entrepreneurship education and entrepreneurial passion on entrepreneurial intention in Morocco. The developed model suggests that entrepreneurship intention depends on two variables, entrepreneurship education and entrepreneurial passion, mediated by entrepreneurial self-efficacy. We use structural equation modeling to test the proposed model, based on a sample of 148 scientific and technical students from the Higher School of Technology, Khenifra, Morocco. The results demonstrate that entrepreneurial passion has a strong positive relationship on entrepreneurial intention, even when entrepreneurial self-efficacy is introduced as a mediator. Further, the relationship between entrepreneurship education and entrepreneurial intention is fully mediated by entrepreneurial self-efficacy. The findings confirm that entrepreneurial self-efficacy is a central psychological mechanism that can convert entrepreneurship education into entrepreneurial intention. Therefore, individuals need to feel more self-efficacious in order to choose an entrepreneurial career, and entrepreneurship education should orient students towards an area in which they feel truly passionate.

This paper presents the perceptions on distance learning approaches, assessed through an online survey, using experimental design of ideas (Mind Genomics). Students and professors of higher education institutions who had not yet experienced distance learning before COVID-19 pandemic period participated in the study. The participants belong to the universities located in Mediterranean basin, e.g., Albania, Italy, Morocco, Algeria and few African countries. Results suggest that distance learning will shift many of the responsibilities formerly on the professors to those of the students. The data suggests the need for emotional support during this transition, specifically to maintain interaction among students and professor as well as among students themselves in distance learning platforms as in traditional classrooms. The study shows that the effectiveness and the interactivity of this new paradigm are very important and any further developments of distance learning should provide strong support for these components. The position of the professor is indispensable as the guide to the entire process, suggesting that at least at the time of this writing (2020) distance learning approach is perceived only to be an intermittent complementary path to in-person interactions.

In Morocco, debates over English language instruction have marginalized poetry as a distinct literary genre. The shortage of poetry events arguably makes poetry teaching both daunting and intimidating. Besides fostering trust, memorization, and empathy, helping students develop a penchant for English language, as well as humanity, poetry, and narrative poetry, in particular, proffers teachers ample opportunities to fully engage students in the learning process. Not only does it awaken their senses and make them establish connections but leads them to think in a critical way about the world around them. In this paper, the teaching of narrative poetry through the cooperative approach is negotiated along with its value and pertinence for the stylistics course.

Socio-political and demographic developments in Western Europe make diversity and multiculturalism a relevant line of research and emerging topic in education sciences. This paper discusses a case study that investigates Belgian pre-service teachers' attitudes towards ethnic diversity in their classrooms, how their teaching caters to student heterogeneity and how they develop as diversity-conscious professionals. This qualitative study draws on multiple data sources (questionnaires, interview transcripts, logs, peer feedback after lesson observations and lesson plans) from three parallel cases that involve foreign and second language teaching set in significantly different contexts, resulting in three distinct intercultural cases: adult education and immigrant education in Belgium and secondary education in Morocco. Although the participants demonstrated high diversity awareness, their shared multicultural knowledge and attitudes did not prevent them from adopting strikingly divergent approaches to address cultural diversity, ranging from deliberate avoidance during lesson planning to breaching official policy in order to address identity and interculturality. The paper concludes that ideally diversity awareness in professionals is generated in proper teaching practice, which is shown to be characterized by the challenge of transferring theoretical principles to varying classroom settings through sound lesson planning.

Some of the simplest affordances of study abroad became unavailable when students stayed stateside because of the pandemic-induced disruptions to international travel. These ranged from touring city and historical/cultural landmarks, having spontaneous and chance interactions with locals, participating in the performance of traditions and practices, visiting homes, engaging in "domestic" activities with host families and local peers, and developing a sense of community with other fellow students. This paper reports on three alternate, virtual cultural activities that were launched during the pandemic between a U.S. university and its study abroad partner institution in Morocco in order to help compensate for the health disruption. Survey responses, cultural products, and reflections from 118 participants were collected for this study over two Arabic summer intensive programs at the stateside university. The study explores the effectiveness of these activities in promoting intercultural competence and student engagement during this period and speculates on how they can be integrated into the regular programming post-pandemic in order to further enhance immersion.

This paper explores the nexus between University-Industry Collaborations (UIC) in the Middle East and North Africa (MENA) region informed by a multiple-country-case study design. This study aims to explore the motives, opportunities and challenges, and propose effective practices in the MENA region context. Based on qualitative data retrieved through a series of 72 semi-structured interviews with university stakeholders (i.e., faculty, directors of corporate training, administrative staff, gatekeepers, company representatives and liaisons) conducted from March 2021 to September 2022. The sample was determined by a criterion sampling approach that enabled the development of cases from five countries in the MENA region (United Arab Emirates, Egypt, Algeria, Tunisia, and Morocco) with each country sample comprising five university cases on average. This study was designed on a Multiple Case Study Research Design Approach (Yin, 2013) and this was supplemented by Template Analysis (a form of thematic analysis), and to incorporate the cross-national comparative dimension, Yasin and Hafeez (2022) approaches were adopted. The findings illustrate a wide range of motives, challenges, opportunities, and effective factors that are linked to varying objectives such as (1) the vision and ownership structures, (2) the stakeholder connections of universities (3) the brand reputation of the university provider (4) the perception and ranking of universities as well as (5) approaches undertaken by the University representative to negotiate the expectations of live projects. As a result, a contextualized framework is proposed in this study as the "five [essential] keys" for successful collaborations for the nexus between university and industry collaborations. The originality of this study is inherent in the qualitative cases and contextualized influences in non-westernized countries that are empirically under-explored, as well as the five keys framework that is useful from a theoretical and practical standpoint for academics, policymakers, and university leadership.

This research paper aims to improving engineering training quality in Morocco with a special focus on the learning outcomes assessment. To achieve the purpose of this study, we reviewed the different accreditation related to the Higher National School of Electricity and Mechanics (ENSEM) between 2007 and 2018. The data was gathered from the Mechanical Design and Integrated Production branches (CMPI) and we considered it using the SWOT decision-making method. We then compared the CMPI program to a list of learning outcomes chosen after conducting a benchmarking analysis. The present research aims at highlighting the strengths and weaknesses of the Moroccan engineering accreditation system, especially regarding the learning outcomes. The findings of this examination provide some implications to improve the quality of engineering training, specifically the assessment of learning to enable the Moroccan diplomas to align with the international standards and meet the great challenges facing globalization.

Nowadays, the concept of innovation is omnipresent in most political discourses as well as in technological, socio-economic and scientific development plans. Innovation is essential for solving complex problems in new ways, which can lead countries to development and prosperity. The realisation of an innovation is not the result of a random act, but the product of a multidisciplinary process, rich in methods and scientific and technical tools, using materials and human resources. These human resources, in particular engineers, must possess both technical and soft skills that strengthen their capacity to innovate, and which have been in continual development since the initial training phase. Innovation is at the heart of engineer training concerns and requires management and structuring according to a well-defined process. The objective of this paper is to present the approach followed to define an innovation training process model for engineers through Project Based Learning (PBL). In this work, we have identified the main components of our process through a combination of data from the literature review and the results of an empirical study. Innovative projects in the field of mechanical engineering, carried out by future Moroccan engineers, were studied in depth. The results of the study enabled the identification of the different elements characterising the process of carrying out an innovative project such as the inputs, outputs, control milestones and resources required for the implementation of innovative educational projects in this field. These elements were supported by semi-directive interviews to form the basis of our systemic modelling.

This paper aims at comparing the soft skills required by Moroccan employers to those developed in engineering schools in order to improve engineers' employability. On the one hand, soft skills needed for the job market integration are defined using a mixed method belonging to sequential exploratory design. On the other hand, educational curricula are examined to determine if they meet the workplace requirements. This study is strengthened by including findings collected by interviewing professionals about the level of soft skills development among newly graduated engineers.

The doctorate degree ranks third on the academic hierarchy, and is commonly viewed as an approval on a student by an institution, to conduct original research in at least one academic discipline. Several motivations drive the need to acquire a doctorate degree, and they include intrinsic interest, employment considerations, personal, and professional development. To achieve this feat, some students pursue their PhD abroad for several reasons as discovered by this study. Using a quantitative approach, this paper reports on the findings of an online survey distributed to 1901 Asian and African students pursing their PhD to investigate their experiences, and determine their satisfaction, and its relationship with their personal and professional growth. Findings reveal that most students were satisfied with their decision to pursue a PhD in another continent, but were dissatisfied with some properties that made up the process. This included their relationship with their supervisors, their study-work-life balance, and its effects on their mental health. As you are reporting on a study that has already happened, write in past tense.

Research into employability issues is currently receiving considerable attention. In Morocco, a significant number of employers are satisfied with the skills of their newly hired employees. However, other employers express their dissatisfaction with the newly hired workers and believe that they lack some of the most basic skills needed for successful employment. The present paper proceeds by providing a systematic review of employability skills from the perspective of employers. It aims to research the gap between employers' requirements of graduates and their actual skills with particular focus on employers' perception. The participants in this study are 20 employers from three sectors, primary education, banking and tourism in the region of Marrakesh-Safi, Morocco. The instrument used for data collection is an on-line questionnaire. More specifically, the study reported that a majority of respondents perceive innovation and creativity as fundamental employability skills. In light of the results, the study recommends that universities should make great efforts to ensure that they are equipping their graduates with employability skills as identified in the industry

In the 21st century where information has become easily available and accessible, education has shifted its attention to teaching students how to process and think critically about the information they receive. Welcoming the changes that education constantly witnesses, the field of English Language Teaching (ELT) has embraced the integration of critical thinking. Accordingly, the present paper aims to explore the effect, if any, of integrating critical thinking on learners' use of critical thinking skills in argumentative writing. To this end, an experimental study was conducted; 36 Moroccan EFL learners from the department of English were divided evenly into an experimental group and a control group. While the participants in the experimental group were taught writing with critical thinking skills, the others were taught writing with no reference to these skills. The participants in both groups took a pre-test and posttest to evaluate the development of their use of critical thinking skills in argumentative writing. The data which has been quantitatively analyzed indicates that the experimental group significantly outperformed the control group. The students' ability to use more credible evidence, address alternative arguments, support conclusions, and maintain the logical flow of ideas in their essays did not reach a mastery level in the posttest, yet the average level they reached is reassuring in view of the short time of the training they had. An integration of CT for longer periods may bring forth encouraging outcomes.

It is apparent that the internet-based and computer-mediated tools can be considered as the most recent step in the development of communication technologies. This paper aims at investigating the type of impact computer-mediated communication (CMC) tools' use has on Moroccan EFL university students' writing skills and performance. Two research instruments were used to collect the needed data, a questionnaire and a writing task. The findings reveal that the use of CMC tools has a positive impact on students' writing skills and performance. Yet, the results obtained from the writing task show that the use of CMC tools has a detrimental impact on students' academic written productions because most students failed to confine to the standards of academic writing in terms of layout, organization, style, level of formality, grammar, content, mechanics and tone.

This paper presents results from a project investigating over ninety learners of Arabic who studied abroad in the Arab world within the last few years. It explores their linguistic and cultural experiences during their time abroad. One of the most important issues in this paper is that of the development of intercultural competence on study abroad programs. In the following pages the paper explores literature concerning study abroad programs, intercultural competence and Arabic language varieties. After a review of the literature, the methodology used in this research is included. The results of this research will then be presented followed by a discussion and implications.

This paper introduces the use of technology in the classroom and highlights the growing challenges and opportunities teachers face in its application. One specific technique, the use of teacher-made and annotated "YouTube" videos to preteach class-specific course content for English language learners is presented. These videos were created to (1) be under five minutes, (2) annotated with text to reinforce the key concepts, (3) specific to the teacher's classes and not necessarily for a wider audience, and (4) offer in-class incentives for online work. Qualitative and quantitative results of the use of this technique are described over four semesters of data, two before the preteaching videos intervention and two after. The results conform to the previous research about preteaching in specific and the use of technology overall, but isolating the particular effect of the preteaching videos on learning remains a point for a future study. The paper concludes with a summary of the results and a discussion of the increasing role of technology in teaching and an exhortation for classroom teachers to make the most of these tools to remain relevant to learners.

The objective of this paper is to examine Moroccan higher education students' and teachers' perceptions and attitudes towards using Web 2.0 technologies in language learning and teaching. The results of the study revealed that all the informants were immersed in using these Internet-based applications for personal and educational purposes. Nevertheless, while language learners reported to make beneficial uses of these online platforms as language learning tools, the great majority of the interviewed faculty members did not really benefit from these platforms. Although language teachers acknowledged that Web 2.0 technologies had a positive impact on language teaching and learning, most of them were still reluctant to incorporate these tools in educational practice. The findings demonstrated that most teachers' use of these applications was limited to sending or transferring web links and learning materials produced by other Internet users. Rather than making effective use of Web 2.0 technologies and applications as teaching facilities, most teachers used them only as a means of communication.

This project is a contribution to the continuous improvement of the education of engineers, which involves all the stakeholders in the field. It presents the primary results of a quantitative study of mechanical engineering training in the Higher National School of Electricity and Mechanics (École Nationale Supérieure d'Électricité et Mécanique - ENSEM), in collaboration with numerous Moroccan industrialists. The first phase of the research consisted in the issue as well as the research methodology adopted. In the second phase, a survey instrument was developed based on the competency framework as a research model, and then the hypotheses to be tested were outlined. Then, a questionnaire was designed and pre-tested for the purposes of this examination, which was subsequently completed by industry leaders from different sectors. The results obtained show the strengths and weaknesses in ENSEM's training in mechanical engineering and reveal the correlations between the various engineering competencies. The paper finally ends with a listing of recommendations to address the diverse issues identified, in addition to a statement of the further prospects for this research.

This paper explores the relationship that may exist between the students' motivational orientation and their participation in the classroom. The designed questionnaire was concerned with two main points. A motivation section that tapped the students responses to two orientations related to motivation: intrinsic and extrinsic also known as integrative and instrumental. The first one is characterised by the learner's positive attitudes towards the target language group and the desire to integrate into the target language community. The second one underlies the goal to gain some social, academic or economic reward through L2 achievement which suggests a functional purpose of the target language learning. The second questionnaire section targeted the willingness and actual participation of students inside the classroom. Two variables were taken into account, the gender and the proficiency level of the subjects. Results show that almost all the respondents have an intrinsic/integrative motivation orientation, a fact that has a noticeable positive effect on their classroom participation. Other results show that while gender proved to be an influencing factor on classroom participation, the degree of students' proficiency appeared not to have any significant effect on any of the research variables.

Study abroad in higher education is on the rise, marketed as an effective way to produce global citizens and undermine international boundaries. In practice, however, programmes frequently reify rather than challenge states: participants "study Morocco" rather than "exploring Marrakech." This framing reproduces real and imagined realities of the nation-state, presented as externally distinct and internally homogeneous. This article considers how study abroad discourses and practices in North America and Europe "sell" developing states as abstract "goods" embodying an authentic "other." A case study from Dar Si Hmad's Ethnographic Field School in southwest Morocco considers how various stakeholders reinforce and challenge this approach. The paper concludes by calling for a more nuanced conversation about the utility and impact of states as the predominant lens of overseas study.

Dyslexia is one of the most common developmental disabilities; it is a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. The current study focuses on the potential benefits of the use of information and communication technology (ICT) to support children with dyslexia in reading. This paper addresses the need for dyslexia-friendly online text by introducing a dyslexia-friendly font for Arabic scripts called Arabolexia. An important question is asked which is 'Is Arabolexia font an effective reading aid for children with dyslexia?' In this work, the author presents the first study that measures the impact of a dyslexia-friendly font for Arabic scripts on reading performance of native Arabic speakers. Fifty-two students aging between 8 and 26 years old were participated in this study. Descriptive and deductive statistical analysis showed that Arabolexia font has an impact on the reading accuracy of children with dyslexia.