LANGUAGE PROFICIENCY AND SOFT SKILL DEVELOPMENT IN MOROCCAN HIGHER EDUCATION

Authors: Nadir Akrachi & Mohamed El Kadi 

ABSTRACT

This article explores the role of language proficiency, with particular attention to English and French, in shaping the development of communication and presentation abilities among university students in Morocco. As higher education institutions in Morocco experience significant linguistic transformation, especially through the growing adoption of English as a medium of instruction in scientific and technical fields, increasing concern has emerged regarding students’ preparedness to demonstrate essential transferable competencies. These competencies include oral communication, academic writing, collaborative work, and professional presentation. Grounded in sociolinguistic perspectives, models of transferable competency development, and empirical research conducted within North African higher education contexts, this study contends that language proficiency constitutes a central factor that either enables or constrains students’ ability to master key competencies required in contemporary academic and professional environments. The article introduces three analytical frameworks: the Linguistic and Communication Skills Interaction Model, the Bilingual Communication Competency Framework, and the Relationship between Academic Achievement and Language Proficiency. These frameworks are supported by statistical tables that highlight existing challenges, patterns of correlation, and instructional limitations. The findings indicate that students who demonstrate limited proficiency in English or French frequently encounter difficulties in public speaking, display reduced levels of confidence, tend to withdraw from classroom engagement, and experience challenges during employment interviews. The article concludes by proposing pedagogical recommendations that emphasize the integration of structured language development initiatives within university curricula in order to support Morocco’s ongoing alignment with international academic and professional standards.

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