Abstract
The present study explored the most frequently used ICT tools for teaching language skills and components in Moroccan secondary school EFL classrooms. This study adopted a mixed-method approach of investigation wherein two instruments were used to collect data: a survey questionnaire and a semi-structured interview. A total number of 80 Moroccan secondary school EFL teachers participated in this study and were selected using convenience sampling. Eight teachers were selected for the interviews through reputational and purposive sampling. Collected data was analyzed quantitatively and qualitatively. Findings revealed that teaching speaking and listening skills received high use of ICT compared to teaching language components and reading and writing which integrated medium and low ICT use, respectively. Findings also showed that computers, laptops, and projectors are the most preferred ICT tools among EFL teachers. This study concluded that teachers’ ICT tools preference seems to have an impact on their ICT use frequency. The latter is also influenced by other factors such the availability/unavailability of ICT equipment/facilities in the schools and training/lack of training on the use of ICT in instruction. A number of recommendations are presented regarding a successful integration of ICT in EFL language teaching in the Moroccan secondary school contexts.
Highlights
Research findings provide evidence for the positive impact of the use of ICT (Information Communication Technology) in education
The participants’ schools do not have interactive boards according to 93% of the participants, computers according to 62%, TV sets according to 65%, multimedia facilities according to 65%, educational software according to 64%, printers according to 62.5%, and photocopiers according to 57%. It seems that the Internet connection is a serious issue and a common barrier to ICT integration among the teachers who participated in this study
This study showed that computers/laptops, projectors, and the Internet are the most frequently used ICT tools in teaching English in the Moroccan secondary school EFL classrooms
Summary
Research findings provide evidence for the positive impact of the use of ICT (Information Communication Technology) in education. As suggested by Hawkridge et al (1990), the use of ICT in education can bring about positive change to education as a whole in the sense that it can improve performance, teaching, and learning. In this regard, researchers have found that learning technologies enhance teaching and learning by providing diversified opportunities to practice and analyze information and knowledge and offering better access to relevant teaching and learning materials. Since there is enough evidence on the positive impact of the use of ICT on students’ learning (Mumtaz, 2000; Hattie, 2009), the International Society for Technology in Educational (ISTE) emphasizes that it is high time teachers of today are prepared to provide technology-based learning opportunities for their pupils (Hamidi et al, 2011)
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