Abstract:

English has occupied a prominent position and altered the social as well as economic structure in different countries worldwide. Its constant spread has affected even the perceptions of stakeholders and officials who regard its integration in the educational system of paramount importance. The Nature of the English program in Morocco places a huge focus on developing learners' speaking as well as reading skills. It also aims to kindle their interest in English language learning so that they can be able to learn autonomously. Yet, in this twenty-first-century era, it seems that the teaching of English as a foreign language in Morocco does not positively respond to the current needs of students. Despite several attempts to introduce change at the level of approaches, methods, and techniques that promote learner-centered classrooms, teachers are still perplexed and hesitant as to how to address this challenge and improve their classroom practices for many factors. Therefore, the present study aims to investigate the impact of the incorporation of language games and ICT integration on classroom interaction and students' learning in Moroccan EFL high school classrooms. It also endeavors to question whether ICT and games would kindle students' interest in learning and create a motivating atmosphere among them. To carry out this study, quantitative and qualitative approaches were used. For the former, a questionnaire was administered to both high school students and teachers to investigate their attitudes towards the use of language games and technology in English classes. As for the latter, a semi-structured interview was conducted with teachers to give them the chance to elaborate on their answers and get in-depth data regarding their opinions about games and ICT incorporation. The findings of the study revealed that the majority of the participants hold a positive attitude towards both ICT and language games. Another obtained result was that students feel themselves more motivated, engaged and interactive when ICT tools are employed unlike traditional-based classes.

Keywords:

Language games, ICT, Interaction, Motivation.