The Satisfaction of the Learners’ Linguistic Needs in terms of Acceleration: The Case of the Moroccan University English Learners in non-English Departments

The learning of English as a foreign language in a context where English is considered a third or fourth language leads to many difficulties for these learners, both socially and academically. This study aims to investigate the field of English language learning in such a way as to find and implement adequate teaching strategies with which teachers can accelerate the pace of learning of their learners, thereby allowing them to develop quickly their linguistic performance. The study is based on mixed-methods dimensions where a survey was conducted among 444 non-English department students in the Faculty of Legal, Economic, and Social Sciences, Cadi Ayyad University, Marrakech, Morocco. The participants are composed of two groups: undergraduates and master students. The findings of the research reveal some of the linguistic issues the learners face in terms of acquiring the English language by taking into consideration important factors such as time, energy, resources, and proficiency. In order to find a concrete solution to the problem of learning in terms of its accelerating mode, we opted for the adoption of a teaching model that should be comprehensive and instructional in such a way as to improve the language learning of students within limited periods. Through the discussion of the results after taking two experimental tests and the implementation of the Comprehensive Instructional Model of Language Learning (CIMLL) among the master students, we came to a conclusion that revealed the extent to which the majority of these students were conscious about the utility of learning the English language. It then became a requirement for them to succeed in their academic studies in terms of research and the development of their linguistic skills. Based on the existing literature, few studies seriously investigate the issue of acceleration and the sustainability of students’ learning of English, especially since there is no clear-cut model of teaching that adopts this technique.