Oussama Moussaoui, Mohammed Moubtassime


The present study aims at investigating the integration of Web 2.0 tools among EFL high school teachers in English language teaching. To evaluate the state of art in the Moroccan context; both, quantitative and qualitative data is collected with the help of a questionnaire and an interview administered to forty seven high school teachers in Fes city. The results of the study revealed that the integration of Web 2.0 tools in English language teaching is still in its infancy stage since only 12,77 % of the whole sample make use of Web 2.0 tools in their teaching practices; especially, YouTube, and Facebook. This study also shows that the use of Web 2.0 tools among teacher is limited either to providing online resources for students or as teaching aids in classrooms. The low percentage of high school teachers who use Web 2.0 tools in their teaching practices is attributed to the challenges that hinder the integration of Web 2.0 tools in English language teaching. This is so, because 93,62% of teachers state that there are certain challenges that hinder the integration of Web 2.0 tools in English language teaching. These challenges according to the respondents are categorized into the lack of knowledge in using Web 2.0 tools in teaching, the lack of digital materials in classrooms, and their negative attitudes toward the integration of Web 2.0 tools in educational purposes. Based on the findings of this study some pedagogical implications are directed to EFL teachers, and educational policy makers.


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