HYPOTHESIS AND THEORY article
Front. Educ.
Sec. Digital Education
Contribution of ICT in the learning of English in primary school in the Moroccan context: Impact on Student Understanding and Engagement
Latifa Lamalif
Mounia Machkour
Sophia Faris
Khalifa Mansouri
Laboratory of Modelling and Simulation of Intelligent Industrial Systems ENSET, Hassan II University of Casablanca, Morocco, Casablanca, Morocco
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Abstract
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.
Summary
Keywords
autonomy, commitment, Comprehension, ICT, Learning English, Motivation, Pedagogical innovation, Primary education
Received
27 July 2025
Accepted
18 February 2026
Copyright
© 2026 Lamalif, Machkour, Faris and Mansouri. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Latifa Lamalif; Mounia Machkour; Sophia Faris; Khalifa Mansouri
Disclaimer
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