The use of Interactive Whiteboards (IWBs) in English Language Teaching has gained great interests in many countries. Teachers are utilizing this technological tool for various pedagogic purposes and in numerous teaching contexts, for its positive effect on students’ engagement and motivation. Yet, some teachers are still sceptical about the use of IWBs in their classes because of their beliefs and attitudes towards its real usefulness in the classroom. As a matter of fact, this shapes their teaching practices and governs their integration of Information and Communication Technologies (ICT). Against this backdrop, this quantitative case study aims to investigate the perceptions of Moroccan EFL teachers regarding Interactive Whiteboards in terms of Ease of Use, Usefulness and User Acceptance in the English Highway Language Centre (EH). The data was collected through the administration of a close-ended questionnaire to Moroccan EFL teachers in the same school. Then, the data was analysed through the Statistical Package for the Social Sciences (SPSS), in the form of descriptive statistics notably frequencies and percentages. Results revealed that Moroccan EFL teachers working in the EH have positive perceptions towards the use of Interactive Whiteboards (IWBs) in terms of Ease of Use, Usefulness and User Acceptance.
Souad Belabcir (Tue,) studied this question.