Shifting Paradigms in Moroccan Higher Education: A Study on Academic Writing Literacies and the Need for Doctoral-Level Interventions

Abstract

In recent years, Moroccan higher education has undergone substantial transformations on various fronts. Despite concerted efforts to align with global academic standards, the challenge of academic writing at the doctoral level persists, echoing a global concern that demands urgent attention. This paper delves into the imperative for interventions and paradigm shifts within Moroccan tertiary education to foster academic writing literacies among English as an Additional Language (EAL) doctoral students. To address this issue, the study investigates the self-perceptions of Moroccan doctoral students regarding their academic writing skills and their awareness of the elements of authorial voice. Employing a qualitative approach, a case-study design, and an exploratory survey, I explored the perspectives of seventeen Moroccan doctoral students from Moulay Ismail Universities in order to gain deeper insights into their self-perceived academic skills, specifically in relation to thesis writing, and academic literacy. The data was collected using convenience sampling and analysed through the parameters of thematic analysis. The study highlights a lack of awareness among doctoral students regarding the elements of authorial voice; an absence of academic writing training programs; and a crucial need for personalized interventions in academic writing instruction. Future research should aim to address the development and assessment of doctoral training programs tailored to effectively nurture students' authorial voices.