English Language Learning and Cultural Identity among Moroccan University Students: A Case Study of Mohammed First University

Abstract

The growing prominence of English as a global language has attracted increasing scholarly interest in its influence on cultural identity and intercultural communication. In the Moroccan context, English has gained considerable importance within higher education, particularly among students seeking greater access to global academic and professional opportunities. This study investigates the relationship between English language learning and cultural identity among undergraduate students at Mohammed First University in Oujda, Morocco. Specifically, it examines how learning English influences students’ perceptions of Moroccan cultural identity, attitudes toward globalization, and intercultural awareness. This quantitative study used a structured questionnaire administered to 200 undergraduate students enrolled in the English Studies program at the Faculty of Letters and Human Sciences, Mohammed First University. Participants were selected using a simple random sampling technique and represented all undergraduate levels from Semester One (S1) to Semester Six (S6). The collected data were analyzed using descriptive statistical methods. The findings reveal that most students do not perceive English language learning as a threat to their Moroccan cultural identity. Instead, English is viewed as a means of academic advancement, international communication, and cultural enrichment. The results further indicate positive attitudes toward globalization and a high level of intercultural awareness among participants. Exposure to English language and culture appears to encourage openness toward cultural diversity while reinforcing appreciation for local cultural values and traditions. The study concludes that English language learning and Moroccan cultural identity are not mutually exclusive. Rather, they coexist in a complementary relationship that promotes intercultural competence and global engagement while preserving local cultural belonging. The findings contribute to ongoing discussions on language, identity, and globalization within Moroccan higher education.