English as a Complementary Module in Moroccan Universities: Challenges, Practices, and Prospects

Abstract

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.