A Writing Needs Analysis of Moroccan Engineering Students

Abstract

This study investigates the specific writing needs and document types in Moroccan engineering education through a needs analysis involving 253 participants, including engineers, teachers, and students. Using a quantitative approach, data are collected through questionnaires to identify key writing tasks and document requirements relevant to engineering professionals. The study reveals significant writing needs in areas such as technical reports, project documentation, and professional correspondence. Results indicate that students often struggle with technical writing sub-skills, including clarity, coherence, and appropriate use of technical vocabulary. The analysis highlights a gap between current writing instruction methods and practical needs. Data analysis using SPSS identifies common document types and their specific writing requirements. Descriptive statistics, and Cronbach’s Alpha for reliability, are conducted to assess the relationship between identified needs and current instructional practices. The findings underscore the importance of aligning writing instruction with the engineering profession’s requirements to enhance workforce preparedness. Tailored writing courses are recommended to address these needs effectively. This research offers valuable insights into the specific writing needs of engineering students and professionals and provides practical recommendations for curriculum development, advocating for teaching methods that align with modern engineering environments.