ABSTRACT
This chapter investigates the perceptions of Moroccan teachers of English as a foreign language (EFL) teaching in the wake of the COVID-19 pandemic. Research findings have indicated that unless schools scale up infrastructure and personal capacity to provide engaging online learning experiences jointly with regular in-person instruction, the world will have done little to mitigate what UNICEF (2020) called the Lost COVID Generation. In a country where 82.6% of instructors resorted to some form of online instruction during the pandemic (Higher Council for Education, Training, and Research, 2021), little is known about Morocco’s EFL instructors’ perceptions of teaching online, the gap that this chapter contributes to filling. This chapter presents the results of the quantitative phase of a mixed-method study of Moroccan EFL secondary teachers’ experiences during the COVID-19 transition to online teaching. The authors sought to understand the lessons teachers learned from online instruction to improve their instructional resilience and learning continuity, should other disasters hit. The overarching question was “What was Moroccan EFL teachers’ experience of online instruction during COVID, compared to face-to-face instruction?” followed by six sub-research questions. Policy and practice implications based on the study findings are shared and discussed in this chapter.
