This article investigates translation teaching practices and translation modules in the English departments of Moroccan universities. A quantitative approach, involving a structured questionnaire with closed-ended, semiclosed-ended, and Likert scale questions, is used to collect quantitative data. The collected data are analyzed statistically using SPSS and presented. Findings reveal a general positive attitude towards translation modules and positive perceptions of skill development through translation classes. However, several issues are revealed, such as the negative attitude toward time allocated to translation classes, the teaching atmosphere, and current assessment methods. The findings also reveal significant differences in attitudes toward translation and perceptions of skill development through translation classes based on various factors such as time spent practicing translation outside of the classroom, attendance, and whether students are considering a career in translation or not. Similarly, students’ preferences for text types are influenced by their consideration of translation as a career.
Griche Mohammed Salmane (Wed,) studied this question.