Digital Transformation of English Language Learning in Moroccan Higher Education: A Study of Altissia in Moroccan ISTA Institutes

Abstract

This study examines the impact of Altissia as a language learning platform on English proficiency among students in Moroccan vocational institutes (ISTA). While Altissia is intended to support self-paced and blended learning, its effectiveness remains uncertain. Using a quasi-experimental pre/post-test design with control and experimental groups, along with student perception surveys, the study found no significant improvement in English proficiency among Altissia users compared to non-users. Although students expressed moderate satisfaction, concerns about Altissia’s efficacy persisted. The findings suggest that Altissia, in its current implementation, does not significantly enhance language learning in ISTA institutes. The study highlights the need for improved instructional design, structured implementation, and stronger support mechanisms to optimize digital language learning tools in vocational education.