Moroccan High School EFL Teachers’ Attitudes and Anxiety on Using Microsoft Teams Platform


  • Adil Youssef Sayeh Applied Language and Cultural Studies (ALCS) Lab, Faculty of Letters and Human Sciences, Chuaib Doukkali University
  • Hassane Razkane The Applied Language and Culture Studies Lab (ALCS), Chouaib Doukkali University, El Jadida, Morocco


COVID-19, Microsoft Teams, attitudes, EFL teachers, anxiety, online teaching


The world has witnessed major changes in delivery modes in education due to the COVID-19 pandemic. Being no exception, Morocco declared a full lockdown in March 2020, and this resulted in the use of online platforms to cope with the new situation. The platform that was adopted by the Moroccan Ministry of Education was Microsoft Teams (MT). Hence, the current paper investigated Moroccan high school EFL teachers’ use of the platform accounting for their age, gender, anxiety, and attitudes towards the platform. For this aim, a questionnaire adapted from Computer Anxiety Rating Scale (CARS) by Heinssen et al. (1987) was distributed to 171 EFL teachers working in different public high schools belonging to the academy of Casablanca/Settat. Results revealed that the participants’ attitudes towards the usability of the platform were negatively associated with their years of experience, and their general anxiety and power and control of the platform negatively affected the time they spent on the platform. The findings imply that anxiety should be taken into consideration as an integral component in further implementation of technology in education.


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How to Cite

Sayeh, A. Y., & Razkane, H. (2021). Moroccan High School EFL Teachers’ Attitudes and Anxiety on Using Microsoft Teams Platform. TESOL and Technology Studies, 2(2), 29–40.