Abstract
This study investigates the level of Information and Communication Technology (ICT) use in teaching English as a foreign language (EFL) in Morocco. It explores the effects of EFL teachers' personal and technology-related variables in ICT use in English high school classes. The study opts for a descriptive and an analytical method to account for this claim. Therefore, a mixed-methods approach is used. A survey questionnaire and interviews are conducted to obtain a corpus of data that is both representative and reliable. The sample of our study consists of thirty teachers of English in six high schools in the city of Meknes. The findings indicate that ICT integration in the EFL classes in Morocco is hampered due to different variables. Interior variables refer to the teacher's attitude and dilemma towards using ICT; while exterior ones are strongly associated with the lack of ICT facilities and ICT related equipment in the Moroccan high schools.
Highlights
Being aware of the multiple benefits of introducing information and communication technology (ICT) in the educational system, the Moroccan educational authorities have initiated the adoption of ICT use in schools through huge national education initiatives
4.1 Language Skills and ICT Use in the English as a foreign language (EFL) Classroom Investigating the language skills that the teachers target with ICT use in the EFL classroom, this study asked the EFL teachers a question which targets the language skills and activities for which they use ICT
The majority of the interviewed teachers reported that among the other uses of ICT is to allow students to prepare and give presentations in the English class (23 out of 30 respondents), and to prepare lessons’ related materials and to type tests (17 out of 30 respondents). 4.2 Facilitating Factors for ICT Use in the EFL Classroom The different research instruments we are using in this paper have provided us with a rich corpus of data
Summary
Being aware of the multiple benefits of introducing ICT in the educational system, the Moroccan educational authorities have initiated the adoption of ICT use in schools through huge national education initiatives. The National Charter for Education and Training has incited the use of modern technologies in order to improve the students’ learning. In Project E1.P10, “Integrating ICT in the Learning Process” has emphasized improving the mechanics of implementing the GENIE Program through having a strategy of equipping schools with the necessary ICT equipment, which will enhance the pedagogic and learning conditions of the learners (GENIE Division and the General Inspectorate for Educational Affairs, 2013). A need for having a national strategy for training on ICT is voiced. The desired ultimate goal of all these efforts, as it is stated by the ministry, is to improve the students’ learning through the teachers’ use of ICTs with a view of integrating the learners in the digital society. Language education in Morocco still relies heavily on passive forms of learning focused on direct instruction and memorisation, rather than interactive methods that promote the critical and individual thinking needed in today’s interconnected world
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