Needs Analysis in English for Moroccan Applied Mathematics Graduate Students at Ibn Zohr University

Abstract

This study examined the English academic needs of students in the Applied Mathematics in the Science of Engineering (AMSE) master program at the Faculty of Sciences, Ibn Zohr University, Morocco. It aimed at determining the gap between students' language needs and their actual competencies and identifying learners’ perceptions of their linguistic needs and their linguistic difficulties. The study was conducted based on a mixed-methods design approach with multiple data collection instruments. As a research framework, the Dudley-Evans and St John's (1998) needs analysis model was used. The results showed that participants attach different values to the importance and competence of macro- and micro-language skills. Students and teachers placed a high value on grammatical knowledge. Students valued grammar, speaking, and writing highly, while subject matter teachers valued grammar, speaking, and writing highly, but listening and pronunciation skills were valued as less important. The study showed that learners' English proficiency level is average. Their average English levels then influenced their academic achievement. Based on the aforementioned results, the researchers proposed that syllabus designers should address the macro- and micro-skills regarding academic studies when developing and redesigning course syllabus and its objectives in the ESP context.