Barriers to ICT Integration in Moroccan Secondary School EFL Classrooms

Abstract

There is a broad consensus in the literature that the use of Information and Communication Technology (ICT) has become an effective tool that can be used for educational purposes. The use of ICT in the classroom creates better learning opportunities and enhances the quality of teaching. However, barriers to ICT integration hinder this process. The aim of this paper is to explore the perceived barriers to ICT integration that Moroccan secondary school teachers encounter in EFL classrooms. This study adopted a mixed-methods design, and data were collected through two instruments: a survey questionnaire and a semi-structured interview. Secondary school EFL teachers in the area of Agadir, Morocco, participated in this study and of the 80 informants who completed and returned the questionnaire, 8 of them were interviewed. The findings indicate that the major barriers that teachers encounter in integrating ICT into the classrooms were lack of adequate ICT facilities in the schools, lack of time, lack of continuous and effective ICT training, technical problems, and lack of technical support. Further, various solutions and recommendations are offered to minimize these barriers and maximize the beneficial use of ICT in the teaching and learning process in Moroccan EFL secondary school settings.

Keywords: Barriers, EFL Settings, ICT, Moroccan Educational Context, Technology Integration

DOI: 10.7176/JEP/12-26-04

Publication date:September 30^th 2021