The Teaching of EFL Writing in Morocco: Realities and Challenges

  • Hassan Abouabdelkader
  • Abdelmajid Bouziane


This chapter surveys the state of EFL writing in Moroccan high schools during the last four decades. It probes the existing literature, as evidenced in research dissertations, as well as official guidelines and existing textbooks and their effects on teaching practices in the EFL writing classroom. Central to the chapter is the idea that learning to write in a foreign language is a matter of acquiring linguistic and cognitive knowledge required in written communication, as well as being able to guide oneself towards the objectives set by the writing task and addressing the message to the specific audience. The analyses and findings reported in this chapter have been examined with reference to three essential dimensions: (a) evaluating the EFL writing practices; (b) isolating the cognitive processes at work in the EFL classroom; and (c) depicting the teaching methodology and course of action used in the EFL writing class. The findings disclose various sets of dysfunctions—indicating that there is an imbalance between the research findings and the EFL writing instruction reality.


Official Guideline English Language Teaching Story Grammar Second Language Acquisition Argumentative Essay 
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Copyright information

© The Author(s) 2016

Authors and Affiliations

  • Hassan Abouabdelkader
    • 1
  • Abdelmajid Bouziane
    • 2
  1. 1.École Nationale Supérieure des Arts et MétiersMoulay Ismail UniversityMeknèsMorocco
  2. 2.Faculty of Letters and Humanities, Ben MsikHassan II University of CasablancaCasablancaMorocco

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