This study examines the impact of the integration of Information and Communication Technologies for Education (ICTE) on English learning in primary school in the Moroccan context. The research is based on a mixed methodological approach based on the triangulation of data, combining a questionnaire administered to 185 pupils in the sixth year of primary school, observations of classroom sessions integrating ICT and semi-structured interviews with educational inspectors. This approach makes it possible to cross-analyze learners’ perceptions, observed practices and the analyses of expert actors. The results indicate that the use of ICT is associated with a perceived improvement in the comprehension of language content as well as an increase in student motivation and commitment. Interactive and multimedia media, including educational videos, digital exercises and educational games, appear to be the most used and appreciated tools. However, the study emphasizes that the effectiveness of ICT depends closely on the conditions of its pedagogical integration, in particular on the supervision of the teacher, the quality of digital resources and their alignment with curricular objectives.
Lamalif et al. (Wed,) studied this question.