The sheer growth of information and communication technologies (ICT) has reshaped teaching and learning practices tremendously in the learning environments all over the globe. Research reveals that teachers are the key agents in the integration of ICT in particular in language teaching and learning. However, some of the many factors, this ICT integration are associated with teachers’ personal characteristics such as gender. Therefore, the current study investigates the Moroccan male and female teachers’ level of ICT integration in teaching English as a foreign language (EFL) in the public secondary school EFL classrooms. This study aims to explore whether gender influences the way EFL teachers’ ICT use in the classroom. It is a survey which adopts a mixed-method approach of investigation, and two instruments are used to collect data: a questionnaire and a semi-structured interview. Eighty full-time teachers (45 male and 35 female teachers) belonging to different public secondary schools in the area of Agadir Idaoutanane and Inzegane Ait-Meloul participated in the study by answering a questionnaire, and eight teachers out of this sample (4 male and 4 female teachers) are interviewed. The results of data analysis reveal that although female teachers employed ICT in their teaching less than their male counterparts, there is no significant difference in using ICT in language teaching between the two groups. A number of propositions are presented as to how to incorporate ICT in language learning in the Moroccan secondary schools EFL contexts.

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The present paper reports on an evaluation study investigating the extent to which Moroccan EFL high school classrooms encourage the development of creative thinking skills. Our objectives were: to explore the extent to which educational policy documents, namely the National Charter for Education and Training (1999), the White Paper (2002) and the Guidelines for teaching English (2007) promote the development of creative thinking; to find out whether Ticket to English 2 textbook has the potential to support students to think creatively; to investigate teachers’ perceptions and attitudes towards developing creative thinking and to discover insights into the nature of classroom environment with regard to the development of the skill. The study used a mixed methods design which involves a mixture of qualitative and quantitative approaches. The purpose behind this choice is to investigate the match between the aims and objectives outlined in educational policy documents and their implementation through the textbook and teaching practices. The study employed five research instruments namely documents analysis, textbook evaluation, questionnaires, classroom observation, and a semi-structured interview. The results revealed that the importance of creative thinking has been emphasized in policy documents, yet the textbook and teaching practices focus on lower-order thinking skills, such as remembering and understanding. The study concludes with practical recommendations for policy makers, textbook designers, teachers, and teacher development programs.