The sheer growth of information and communication technologies (ICT) has reshaped teaching and learning practices tremendously in the learning environments all over the globe. Research reveals that teachers are the key agents in the integration of ICT in particular in language teaching and learning. However, some of the many factors, this ICT integration are associated with teachers’ personal characteristics such as gender. Therefore, the current study investigates the Moroccan male and female teachers’ level of ICT integration in teaching English as a foreign language (EFL) in the public secondary school EFL classrooms. This study aims to explore whether gender influences the way EFL teachers’ ICT use in the classroom. It is a survey which adopts a mixed-method approach of investigation, and two instruments are used to collect data: a questionnaire and a semi-structured interview. Eighty full-time teachers (45 male and 35 female teachers) belonging to different public secondary schools in the area of Agadir Idaoutanane and Inzegane Ait-Meloul participated in the study by answering a questionnaire, and eight teachers out of this sample (4 male and 4 female teachers) are interviewed. The results of data analysis reveal that although female teachers employed ICT in their teaching less than their male counterparts, there is no significant difference in using ICT in language teaching between the two groups. A number of propositions are presented as to how to incorporate ICT in language learning in the Moroccan secondary schools EFL contexts.
Barriers to ICT Integration in Moroccan Secondary School EFL Classrooms
