Assessing the Professional Preparedness of English Studies Graduates in Morocco: An Alumni Perspective on the Applied Linguistics Track

Ayoub Bahnasse, Meriem Harrizi, Ayoub Loutfi, Said Zaidoune

Abstract


This paper evaluates the effectiveness of the sixth semester of applied linguistics in the English studies track in preparing students for the job market in Morocco. A questionnaire survey was conducted with alumni of the program to assess the extent to which the program facilitated their employment, career advancement, and fulfillment of professional expectations. The results revealed that involving alumni in the development and renewal of the track is crucial. However, a significant number of participants expressed dissatisfaction with the current curriculum, citing difficulties in professional integration. The findings suggest that incorporating practical training and offering more elective courses could better equip students with the necessary skills and knowledge to succeed in the job market. Based on these findings, the paper concludes with recommendations for enhancing the English studies track, including the routine evaluation of academic programs to align with market needs and promote curriculum changes and innovations. It is believed that these recommendations will ultimately improve students' professional integration in the job market.

Keywords


Alumni feedback, Applied linguistics, Curriculum evaluation, English studies, Professional integration

Full Text:

PDF

References


Ait Tejan, O., & Sabil, A. (2019). A study of career development needs of Moroccan university students. International Journal of English, Literature and Social Science, 4(4), 1243-1249.

Aziz, S., & Zaidoune, S. (2022). Moroccan higher education teachers’ perceptions of the most important soft skills for employability. International Journal of Social Science and Human Research, 5(10), 4534-4545.

Aziz, S., Harrizi, M., Loutfi, A., & Zaidoune, S. (2023). Moroccan undergraduates views on developing soft skills in EFL classes: A case study. Unpublished Manuscript. Hassan II University of Casablanca.

Bouziane, A. (2020). Linguistic diversity in the Moroccan education system: (un)equal opportunities. In S. El Azhar (Ed.), Plural Morocco: Multiculturalism and Identity (pp.40-54). Faculty of Letters and Humanities Ben M'Sik.

Chaibate, H., Hadek, A., Ajana, S., Bakkali, S., & Faraj, K. (2020). A comparative study of the engineering soft skills required by Moroccan job market. International Journal of Higher Education, 9(1), 142-152.

Chan, C. S. (2021). University graduates’ transition into the workplace: How they learn to use English for work and cope with language-related challenges. System, 102, 530-540.

Chauvin, R., Fenouillet, F., & Brewer, S. S. (2020). An investigation of the structure and role of English as a Foreign Language self-efficacy beliefs in the workplace. System, 91, 102-251.

Delaney, J. and Devereux, P.J. (2021). Gender and educational achievement: stylized facts and causal evidence. Discussion Paper Series 14074. IZA. Bonn: Institute of Labor Economics.

Fallows, S., & Stevens, C. (2000). Building employability skills into the higher education curriculum: A university-wide initiative. Education and Training, 42(2/3), 75–83.

Grebennikov, L., & Skaines, I. (2009). Gender and higher education experience: A case study. Higher Education Research & Development., 28(1), 71–84. https://doi.org/10.1080/07294360802444370

Harrizi, M. (2015). Investigating communicative competence: Focus on the grammatical competence of tertiary students in Moroccan universities (Doctoral dissertation, Faculté des Lettres et des Sciences Humaines Ben M'sik).

Harrizi, M., & Loutfi, A. (2021). Teaching and testing grammar in Moroccan departments of English studies across reforms. The International Journal of Applied Language Studies and Culture, 4(1), 1–19.

Harrizi, M., Loutfi, A., & Zaiodune, S. (2022). The use of whatsapp among moroccan EFL learners. In M. El Fahli (Ed.), Exploring Contemporary Digital Poetics (pp. 184-202). Dar Al Mawsoua, Sidi Mohamed Ben Abdellah, Fes, Morocco.

Hasman, M. A. (2004). The role of English in the 21st century. TESOL Chile, 1(1), 18-21.

Higher Council for Education, Training and Scientific Research. (2021). Higher education reform. [online] Available at: https://www.csefrs.ma/wp-content/uploads/2019/07/enseignement-supe%CC%81rieur-fr.pdf [Accessed 20 June 2021].

Lazrak, M., & Yechouti, Y. (2017). Issues in Moroccan higher education. Language & Translation, 5(2), 86-93.

Loutfi, A. (2020). The status of mother tongues and language policy in Morocco. The International Journal of Applied Language Studies and Culture, 3(2), 1-10.

Loutfi, A., & Noamane, A. (2014). English in Morocco: A historical overview. HAL Id: halshs-01447545. Available at: https://halshs.archives-ouvertes.fr/halshs-01447545 [Accessed 10 December 2022].

Loutfi, A., and A. Noamane. (2020). On language policy in Morocco: Towards a prestige planning approach. La Revue Marocaine de la Pensée Contemporaine 6: 1–10.

Lueck, K. (2018). Socioeconomic success of Asian immigrants in the United States. Journal of Ethnic and Migration Studies, 44(3), 425-438. https://doi.org/10.1080/1369183X.2017.1320940

Ma, L. P. F. (2021). Writing in English as an additional language: Challenges encountered by doctoral students. Higher Education Research & Development, 40(6), 1176-1190.

Majid, S., Liming, Z., Tong, S., & Raihana, S. (2012). Importance of soft skills for education and career success. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 2(2), 1036-1042.

Missingham, D. (2006). The integration of professional communication skills into engineering education. International Conference of University of Adelaide EDU-COM.

Pandey, M., & Pandey, P. (2014). Better English for better employment opportunities. International journal of multidisciplinary approach and studies, 1(4), 93-100.

Parker, K. (2021). What's behind the growing gap between men and women in college completion? Pew Research Center. Retrieved April 12, 2023, from https://pewrsr.ch/3n2ZuDn

Perin, D. (2001). Academic-occupational integration as a reform strategy for the community college: Classroom perspectives. Teachers College Record, 103(2), 303-335.

R'boul, H. (2022). The spread of English in Morocco: Examining university students' language ontologies. English Today, 38(2), 72-79. DOI: https://doi.org/10.1017/S0266078420000449

Roshid, M. M., & Chowdhury, R. (2013). English language proficiency and employment: A case study of Bangladeshi graduates in Australian employment market. Online Submission, 3(1), 68-81.

Schulz, B. (2008). The importance of soft skills: Education beyond academic knowledge. NAWA Journal of Language and Communication, 2(1), 146-154.

Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132-2148.

Statista. (2021). Most spoken languages in the world | Statista. [online] Available at: https://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/ [Accessed 20 May 2021].

Tevdovska, E. (2015). Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning. SEEU Review, 11(2), 97–108.

Trudeau, M. (2018). Gender norms influence on student’s career goals and outcomes. Unpublished MA Thesis, University of San Diego.

Tulung, G. J. (2020). English language mastery as an ease factor to access health information in industrial revolution 4.0: A local challenge for global opportunities. Enfermeria Clinica, 30, 218-221.




DOI: http://dx.doi.org/10.21462/jeltl.v8i2.1037

Refbacks

  • There are currently no refbacks.






JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:journal.eltl@gmail.com


Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: