EFLTeachers’ Perceptions and Use of ICT in the Skhirat-Témara Provincial Directorate, Morocco: An Exploratory Correlational Study of Perceived Student Engagement

Abstract

This exploratory quantitative correlational study investigates the use of Information and Communication Technology (ICT) among English as a Foreign Language (EFL) teachers in the Skhirat-Témara Provincial Directorate, Morocco. It examines the ICT tools most frequently used, the challenges associated with their integration, and the relationship between effective ICT integration and perceived student engagement. Data were collected through an online questionnaire administered to 22 high school EFL teachers via Google Forms and analyzed using SPSS. Descriptive statistics were used to examine ICT usage patterns and implementation challenges, while Pearson’s correlation coefficient was employed to examine the relationship between effective ICT integration and perceived student engagement. The findings show that teachers use a range of ICT tools, with educational websites and online resources being among the most frequently used. Participants reported challenges related to infrastructure, financial constraints, and the accessibility and availability of ICT resources and support services. The correlation analysis revealed a moderate, positive, and statistically significant relationship between effective ICT integration and perceived student engagement (r = .533, p = .011). The study concludes that effective ICT integration is positively associated with perceived student engagement in EFL classrooms. It highlights the importance of adequate ICT resources and continued professional development for teachers. Given the small sample size, the findings are exploratory and context-specific and should not be generalized beyond the study setting.