NEEDS ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) INSTRUCTION IN MOROCCAN ENGINEERING EDUCATION: A MIXED-METHODS STUDY

Abstract

This study investigates the English language needs of engineering students and teachers at the National School of Applied Sciences (ENSA) Agadir in Morocco, with a focus on English for Specific Purposes (ESP) instruction. Using a mixed-methods research design, data were collected from 82 fifth-year engineering students, four English language teachers, and an institutional ESP course description through questionnaires and document analysis. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. Findings reveal that both students and teachers perceive English as highly important for academic success and future professional careers, particularly in engineering contexts. All four language skills are considered essential, with speaking identified as the most critical skill and the area in which students feel least proficient. Students generally prefer ESP courses over General English due to their relevance to disciplinary and occupational needs. However, both students and teachers report dissatisfaction with the limited instructional time, lack of standardized materials, heterogeneous proficiency levels, and insufficient opportunities for interaction and speaking practice. The study also highlights institutional and pedagogical challenges, including a lack of ESP-specific teacher training, limited collaboration between language and subject-area instructors, and partial misalignment between the official course description and stakeholder needs. Overall, while ESP instruction is perceived as relevant, its effectiveness is constrained by structural limitations. The study concludes with recommendations for curriculum redesign, increased instructional time, teacher training, and enhanced institutional support to improve ESP implementation in Moroccan engineering education.