ESP in Moroccan Higher Education: Challenges, Cultural Implications, and Pedagogical Approaches

Abstract

 This research examines the effectiveness of English for Specific Purposes (ESP) programs in Moroccan higher education through a mixed-methods convergent parallel design, integrating quantitative survey data from 312 students and qualitative interviews with 24 participants across four universities. The study addresses critical gaps in understanding how ESP programs navigate Morocco's complex trilingual landscape (Arabic-French-English) while preparing students for global professional contexts. Quantitative findings reveal that 68% of students demonstrate intermediate to advanced proficiency, with significant variation by discipline and prior French exposure (Mahraj, 2019). Qualitative analysis identifies three primary themes: linguistic interference from French dominance in STEM fields, cultural resistance rooted in concerns about identity preservation (Jaafari, 2019), and pedagogical challenges stemming from insufficient ESP-specific teacher training (Akhajam, 2019; Benmassoud