The Effects of the Institutional Practices on Students' academic Writing in Moroccan EFL classes: Allal El Fassi High school As a Case Study

This study seeks to explore the challenges EFL and ESL Moroccan high school students face in academic writing.Writing, among the four skills, plays a crucial role in language production. Yet, students often avoid writing tasksbeause they fail to produce powerful written products.The purpose of this study is to highlight the factors affecting students'writing skills and suggesting measures on how to help them achieve a level of proficiency in written production. The research paper was conducted based on survey questionnaires, classroom observations and writing samples. The findings reveal that the common difficulties students encounter in writing are L1 transfer, lack of practice, poor repertoire of vocabulary and insufficient knowledge input. These difficulties are also affected by several variables such as the poor institutional practices of teaching writing, students' lack of interest and their attitudes towards writing skills. Utilizing powerful pedagogical ground based on positive feedback, daily class report writings, self or peer reflectionand analysing students’ needsare measures recommended assisting learners to overcome their writing challenges.