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This convergent parallel mixed-methods design study capitalized on needs analysis frameworks to syllabus design, in tertiary education, to reconsider the perceived English language needs of Moroccan students and teachers in a general English language program, known as “the common core program.
Perceptions from different disciplinary teachers and students, via a questionnaire and two types of interviews [e-mail and one-on-one interviews], engendered a good deal of data for Moroccan stakeholders about the actual needs of students in their disciplinary studies.
The study was geared towards viewing and reviewing the English courses offered under the common core program at the faculty of letters and humanities, Meknes.
It is hoped that findings from the present study would assist Moroccan university teachers and syllabus designers in re-designing the current language program to address the present gap and generate a “negotiated syllabus”.
Mohammed El Messaoudi, an EFL teacher, received his MA from FLSH, Meknes, Morocco.
He did an assorted set of presentations and workshops in the area of English language teaching, artificial intelligence, and gamification at different conferences and seminars.
His publications are within easy reach at creditable journals.
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