English Course Satisfaction among Law Students: A Case Study at the Faculty of Law and Economics, Kelaa des Sraghna, Cadi Ayyad University

Abstract

This study investigates students’ satisfaction with the English language course offered to law students at the Faculty of Law and Economics in Kelaa des Sraghna, Cadi Ayyad University. The research adopts a case study approach and is grounded in a descriptive-analytical methodology using quantitative survey data collected from undergraduate law students. Five research questions guided the analysis, focusing on the relationship between lecture attendance, gender, Baccalaureate English grades, course organization, and the use of external resources such as Rosetta Stone in shaping students’ satisfaction, confidence, and perceived performance. Descriptive statistics, correlation analysis, t-tests, Kruskal-Wallis tests, and visualizations were employed to interpret the data. The results indicate a moderate positive relationship between lecture attendance and both satisfaction and confidence levels. No significant gender-based differences were found in overall satisfaction. While students with higher Baccalaureate English grades tended to report greater satisfaction, the differences across grade groups were not statistically significant. A strong positive correlation emerged between perceptions of course organization and students' conceptual understanding. Furthermore, moderate use of Rosetta Stone was associated with higher satisfaction and perceived helpfulness of the course, while excessive use appeared to reduce satisfaction. These findings suggest that pedagogical design, instructional clarity, and guided use of supplementary digital tools play a more critical role in shaping student satisfaction than demographic or academic background alone. The study concludes with recommendations for enhancing course delivery, promoting balanced integration of external learning tools, and fostering instructional environments that support learner engagement and autonomy.