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A constructivist inquiry into English-Medium Instruction in Moroccan higher education


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Abstract

As Morocco undergoes a shift in its linguistic landscape, English has gained prominence as a key medium for academic and professional mobility, particularly in science, technology, and business fields. This study investigates the recent implementation of English-Medium Instruction (EMI) at tertiary education in a context traditionally dominated by French and Arabic. In particular, it explores the perceptions, experiences, and strategies of Moroccan university students in a private institution in Casablanca regarding the adoption of EMI in Computer Science and Business Administration programmes. Drawing on a qualitative design grounded in constructivist grounded theory, data were collected through semi-structured interviews with 35 undergraduate students and analysed through open, axial, and selective coding. Over 300 initial codes were generated, leading to the emergence of key themes such as the global value of English, institutional and pedagogical barriers to EMI, lecturer preparedness, and the need for multilingual balance. Findings reveal strong student support for English as a global language of science, communication, and employment, while also highlighting significant challenges, including limited early exposure, underprepared instructors, and lack of disciplinary language support. Students advocated for the need for early EFL integration at the primary level, EMI-specific teacher training, and the normalisation of English for Academic Purposes (EAP) across all disciplines. Importantly, they also called for the preservation of local languages through a balanced multilingual policy.

About the authors

Hassane Razkane

Chouaib Doukkali University

Email: razkane.h@ucd.ac.ma
ORCID iD: 0000-0003-0144-5522

Salah Ben Hammou

Hassan First University

Email: salah.benhammou@uhp.ac.ma
ORCID iD: 0000-0001-8002-4288

Adil Youssef Sayeh

Chouaib Doukkali University

Email: sayeh.ay@ucd.ac.ma
ORCID iD: 0000-0003-1786-0181

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