Investigating Teachers' Perceptions towards the Incorporation of ICT in the EFL Classroom in Morocco

The current paper aims at exploring and investigating how teachers perceivethe integration and incorporation of ICT in the foreign language classroom in Morocco (EFL). In the current research study, we administered a questionnaire in a google form to efficiently and easily collect responses from teachers of English in Morocco. The study adopted both quantitative and qualitative research design methodologies. With a view to analysing the qualitative data,a coding system was used whereas the quantitative data were statistically measured and analysed with the use of SPSS software. To this end, 156 middle and high school Moroccan EFL teachers were requested to respond to an online questionnaire to seek evidence about their perceptions and attitudes towards the incorporation of ICT in EFL language classrooms for pedagogical purposes. For unknown reasons, only 75 teacher-respondents including both middle and high school teachers managed to fill out the questionnaire and send back their responses. The research study has come out with very promising findings highlighting the fact that teachers of English have positive attitudes towards the integration and use of ICT in their language classrooms. Most teacher-respondents reported observable positive impacts new technologies have on their learners. They have stressed the fact that when used appropriately, ICTs positively impact the students? learning as they seem to learn faster and with much excitment and enthusiasm. E-learning and ICT, according to most respondents, have also proved that students' soft and life skills get better as they play an undeniably imporatnt role in enhancing learning by increasing the learners? motivation and engagement. The study reports that thanks to these innovative learning strategies, knowledge retention seems better off and teachers feel more at ease. Therefore, the outcome is more recomforting for both teachers and learners. In a different vain, many respondents reported that many teachers do not have access to their school multimedia rooms which is either equipped with old-fashioned materials and outdated technology or completely transformed to an ordinary classroom with no equipement at all for reasons that are beyond those for which thoese rooms were designed. The research paper similarly assesses the different challenges and barrieres that teachers encounter while integrating ICT in their language classroom. Respondent-teachers have saliently showed that lack of training, ineffectice or accessive use of ICT might do more harm than good to the students? learning. The main conclusion that most teachers have drawn was that integratingand incorporating ICT in the EFL language classroom has been proven to pedagogically benefit the learners and the teachers in different ways despite the numerous challenges that the paper has investigated.