Innovation in Language Learning

This study investigates Moroccan engineering students' learning strategies. Specifically, it focuses on students’ approaches to academic success and the challenges they face. Using the Revised Study Process Questionnaire (R-SPQ-2F), the research categorizes students into deep and surface learners, revealing significant trends in their academic behaviors. Deep learners, driven by intrinsic motivation, engage meaningfully with material, while surface learners rely on rote memorization and minimal effort. The findings reveal a predominant preference for self-study, complemented by collaborative learning among peers. However, a significant portion of students rely on surface strategies and struggle with challenges requiring targeted interventions. Key demographic factors such as age, gender, and educational background influence learning strategies, shaped by cultural and institutional contexts. Integrating self-regulated learning (SRL) and expectancy-value models, the research highlights the importance of innovative teaching methods like problem-based and active learning to foster cognitive engagement and critical thinking. Recommendations include personalized guidance, study skills workshops, and interactive training sessions to support diverse learning needs.