Investigating Moroccan EFL Students’ Writing Issues: A Case Study of First-Semester Students at Cadi Ayyad University

Abstract

The present study purports to explore the major writing issues faced by Moroccan EFL students in their writing endeavor. More precisely, it focuses on the types of writing errors, their underlying causes, and the strategies students employ to overcome them. To conduct the study, a descriptive quantitative design was adopted, and data were garnered from two groups of 90 first-semester EFL students at Cadi Ayyad University in Marrakesh. The main instrument used for this study is a multiple-choice questionnaire. The latter consists of three sets of questions adapted from Sahki (2024). Data analysis revealed that grammatical (61%) and lexical (49%) errors were the most prevalent, while linguistic and psychological factors identified as the main causes of writing difficulties. Notwithstanding these challenges, participants reported using strategies such as planning, drafting, and revising to enhance their writing. The study concludes with pedagogical recommendations emphasizing explicit grammar instruction, process-based writing pedagogy, learner training in self-regulation and editing techniques, and the incorporation of writing workshops.