Abstract
This paper investigates the effect of motivation and Information and Communication Technology (ICT) on the teaching and learning process of English in Morocco. Extrinsic and intrinsic factors (Malone and Lepper, 1987) were identified to influence students' motivation for enhanced classroom engagement. Humanistic (Maslow, A. 1954, 1974), behavioral (Skinner, BF, 1938), and social (Kurt, L. 1951) approaches were used to arrive at these conclusions. We have used a quantitative method to collect data from students and teachers in Moroccan high schools by using questionnaires. The results showed that ICT not only helps to establish the student-centered model of learning, but also motivates instructors to create an atmosphere that stimulates student engagement, boosts their interest in English and develops classroom interaction.
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