Teachers' Experiences with Using Online Games in EFL Classrooms: A Study of Moroccan Teachers

Abstract

Advancements in technology have led to the emergence of various learning models and tools that can enhance the language teaching-learning process. Language practitioners are now able to leverage technology, including hardware and software, to increase student engagement in the language learning process. This study investigates the experiences of Moroccan English teachers with online games in EFL classrooms. The study surveyed 107 educators, 52.3% of whom were male and 47.7% of whom were female. The results indicate that online games motivate students to learn, improve classroom rapport, and promote 21st Century Skills. However, the findings report that online games create noise, disorder, and time loss. Furthermore, the study highlights that Kahoot is the most widely used online game among Moroccan English teachers. This research provides insights into the potential benefits and drawbacks of using online games in EFL classrooms. It also underscores the importance of considering context-specific factors that impact the use of online games by EFL teachers.