Teaching English for Master’s Students in Moroccan Faculties of Sciences: Oujda as a Case Study

الملخص

The Master’s program represents a pivotal stage in shaping students’ academic trajectories. It not only introduces them to authentic research practices but also serves as an essential gateway to doctoral studies. In faculties of science, however, postgraduate students are primarily engaged in scientific experiments and specialized coursework, leaving limited space for foreign language development, particularly English. This situation is now evolving. With the implementation of Pacte ESRI 2030, students outside English departments are increasingly required to demonstrate strong proficiency in English. The language is no longer viewed as a supplementary soft skill, but rather as a fundamental tool for empowering Moroccan students and enhancing their linguistic, academic, and professional competence. Against this backdrop, the present paper explores the teaching of English to Master’s students at the Faculty of Science in Oujda. It further examines the challenges these students face in their learning process and the strategies employed to optimize teaching and learning outcomes. The study adopts a qualitative approach, drawing on survey data collected from Master’s students across different sections of the Faculty of Science in Oujda.