Readiness And Practice Gap In EFL: AI Integration In Moroccan High Schools

Abstract

Integrating artificial intelligence (AI) into English as a Foreign Language (EFL) teaching within low-resource public systems requires more than technological availability; it demands institutional infrastructure, teacher professional support, and learner readiness. This study examined the conditions enabling meaningful AI supplementation of English learning in Moroccan public high schools through parallel questionnaires administered in October 2025 to 20 secondary EFL teachers and 156 students in Larache. Data on digital access, attitudes, pedagogical knowledge, experienced constraints, and support needs were analysed using descriptive statistics, independent-samples t-tests, and thematic analysis of open-ended responses. Preliminary findings within the Larache context suggest a pronounced readiness–practice gap: near-universal smartphone ownership and broadly positive attitudes toward AI coexisted with inadequate school connectivity (only 15% of teachers reported reliable school internet), unclear academic integrity policies, large class sizes, and limited formal training (80% of teachers received no AI-specific professional development). Students demonstrated interest but inconsistent critical AI literacy. Bridging the gap requires coordinated investment in infrastructure, pedagogically grounded teacher development, and clear institutional policies on ethical AI use.