Investigating Opportunities and Challenges of Integrating Artificial Intelligence into Moroccan EFL Classroom Practices

Abstract

Artificial Intelligence (AI) has had a significant impact on language education worldwide. This article investigates the effectiveness and limitations of AI integration in Moroccan EFL classrooms. It addresses this issue through a mixed-methods design, combining quantitative data (questionnaires) and qualitative data (semi-structured interviews). Data analysis has shown that despite international recognition of the evidence of AI’s pedagogical efficacy, Moroccan educational policymakers have not yet invested significantly in this area. It also demonstrates that there is a growing acknowledgment of AI tools’ effectiveness, but their integration faces several challenges, such as a lack of relevant professional development, inadequate infrastructure, and the absence of institutional policy. The study concludes with some recommendations for AI integration in Moroccan EFL classrooms.