The implementation of technology in classrooms affords educators more opportunities to work better in their lessons. However, there are numerous distinctive barriers that might prevent teachers from making use of Information and Communication Technology (ICT) in their teaching practices. Admittedly, studying the obstacles to the integration of technology in schools would be an important step in developing the quality of teaching. The primary objective of this study is to discover the barriers that stop university language teachers from using ICT in teaching. In this study the questionnaire is employed as data collection instrument. The questionnaire addresses only university English language teachers. Forty-six university English language teachers are chosen from two universities: Moulay Ismail University Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben AbdellahDahr – El Mahraz – Fes as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social Sciences (SPSS) version 19 is employed. The research findings reveal that Moroccan university English language teachers face multiple barriers such as large classes, lack of computers, lack of Internet and insufficient technical support that prevent them from using ICT in their teaching practices.

Abstract

This study addresses the restricted attention of critical thinking in the Teaching of English as a Foreign Language (TEFL) in Moroccan high schools, which is one of the new issues investigated in recent times. Many students could not think critically since their instructors could not implement critical thinking into their instructional practices every day. The primary bjective of this inquiry is to examine teachers’ attitude towards the use of critical thinking in the classroom. In this paper, the questionnaire was used to address only English language high school teachers. Descriptive statistical analysis of means, standard deviations, and percentages were used. The results showed that teachers held a positive attitude towards the use of critical thinking in the classroom. Therefore, they need not hesitate to introduce it in their teaching. Our findings strongly indicate that having an understanding of what really happened in the classroom will surely help shape the development of critical thinking in education. This suggests that further study could be carried to determine teachers’ level of use of critical thinking in Moroccan high schools.

Critical thinking is one of many learning skills necessary to prepare learners for post-secondary education and eventually the workplace. Every individual needs critical thinking skills to be successful in finding solutions to problems in everyday life. Examining the issue of critical thinking seems to be very essential not only for EFL learners but also for language teachers and syllabus designers. The main objective of this research is to investigate teachers’ level of use of critical thinking in the classroom. The population for this study is composed of Moroccan English language high school teachers. The population consisted of both males and females. A survey questionnaire was used to gather data. The quantitative data was analysed using descriptive statistics of means and percentages. The results indicated that the level of teachers’ use of critical thinking is (M=2,63). The average to poor results obtained by the participants concerning their level of use of critical thinking may have several distinctive interpretations. Therefore, further research is required to examine the relationship between teachers’ level of use of critical thinking and their attitudes.

To prepare students to face the challenges of the twenty-first century, teachers should integrate computer technologies into their teaching practices. These modern technologies are very beneficial for both teachers and students. They help teachers develop professional through the use of various ways of teaching. Students, on the other hand, can increase their achievements in the sense that they access several materials. The use of ICT in classroom practices is extremely significant for providing opportunities for students to function appropriately in an information age. This paper aims to explore the effect of the gender factor on English professors’ use of computer technologies in Moroccan higher education institutions. Descriptive analysis of means, and standard deviations were employed to analyse the collected data. Also, inferential statistics, especially the Independent-samples t- test, were used to determine the impact of gender on ICT implementation in the classrooms. The findings revealed that there were statistically significant differences in the means of males and females when using ICT in their classroom practices, t (161) = -3.921, p< 0.05.