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The 5"graph shows that the most common response is "sometimes," which represents 46.7% of the total. This suggests that a significant number of teachers use online games in their classes occasionally or sporadically. The next most common response is "often" and "usually," representing 16.8% each. This suggests that a smaller proportion of teachers use online games in their classes regularly, but not necessarily in every class. Only 3.7% of teachers reported using online games "always," which is the least frequent response. This may point out that very few teachers who are used to this pedagogical practice. Similarly, 16.8% of teachers reported never using online games in their classes. This shows that a significant number of teachers do not use online games at all, for a number of factors such as lack of access or ICT competence or preference for other teaching methods. Figure 5: The frequency of using online games by Moroccan English teachers

Figure 5 The 5"graph shows that the most common response is "sometimes," which represents 46.7% of the total. This suggests that a significant number of teachers use online games in their classes occasionally or sporadically. The next most common response is "often" and "usually," representing 16.8% each. This suggests that a smaller proportion of teachers use online games in their classes regularly, but not necessarily in every class. Only 3.7% of teachers reported using online games "always," which is the least frequent response. This may point out that very few teachers who are used to this pedagogical practice. Similarly, 16.8% of teachers reported never using online games in their classes. This shows that a significant number of teachers do not use online games at all, for a number of factors such as lack of access or ICT competence or preference for other teaching methods. Figure 5: The frequency of using online games by Moroccan English teachers

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Ethical considerations were considered to safeguard the confidentiality and privacy of the target population. Participants were apprised of the study's purpose and could withdraw at any time. The result presented in Figure.1 provides information about the gender distribution of the participants in this study. The chart shows that 52.3% of the participants are male teachers, while 47.7% are female teachers. This information indicates that the study or survey is focused on a population of teachers, with a relatively equal gender balance. Ethical considerations: Figure.2: The age of participants.
Ethical considerations were considered to safeguard the confidentiality and privacy of the target population. Participants were apprised of the study's purpose and could withdraw at any time. The result presented in Figure.1 provides information about the gender distribution of the participants in this study. The chart shows that 52.3% of the participants are male teachers, while 47.7% are female teachers. This information indicates that the study or survey is focused on a population of teachers, with a relatively equal gender balance. Ethical considerations: Figure.2: The age of participants.
The finding presented in Figure.2 indicates the age distribution of the participants in this survey. The chart shows that the majority of the participants fall within the age range of 20 to 30 years, with 64.5% of the total participants falling in this age bracket. The next largest age group is participants aged 31 to 40 years, comprising 23.4% of the total participants. The remaining participants are above 40 years old, accounting for 12.1% of the total participants. Figure.3: Years of Teaching
The finding presented in Figure.2 indicates the age distribution of the participants in this survey. The chart shows that the majority of the participants fall within the age range of 20 to 30 years, with 64.5% of the total participants falling in this age bracket. The next largest age group is participants aged 31 to 40 years, comprising 23.4% of the total participants. The remaining participants are above 40 years old, accounting for 12.1% of the total participants. Figure.3: Years of Teaching
‘he 4'"figure shows that the majority of individuals, 79.4%, hold a Bachelor of Arts (B.A.) degree. This indicates that the most common education: legree among the group of individuals in this study is a B.A. degree. The next most frequent educational degree is a Master's degree, which represent 5% of the total. This suggests that there are fewer individuals with higher-level degrees, compared to those with a B.A. degree. Only 4.7% of th eachers hold a Bachelor's (Bac) degree, which is the least common degree among the group. Finally, only 0.9% of individuals hold a Doctorate degre Ph.D.), which is the least frequent educational degree among the group. This suggests that there are very few individuals with the highest level o cademic achievement among the group.
‘he 4'"figure shows that the majority of individuals, 79.4%, hold a Bachelor of Arts (B.A.) degree. This indicates that the most common education: legree among the group of individuals in this study is a B.A. degree. The next most frequent educational degree is a Master's degree, which represent 5% of the total. This suggests that there are fewer individuals with higher-level degrees, compared to those with a B.A. degree. Only 4.7% of th eachers hold a Bachelor's (Bac) degree, which is the least common degree among the group. Finally, only 0.9% of individuals hold a Doctorate degre Ph.D.), which is the least frequent educational degree among the group. This suggests that there are very few individuals with the highest level o cademic achievement among the group.
Figure 6: Most popular online games used by Moroccan English teachers
Figure 6: Most popular online games used by Moroccan English teachers
The results of 7" graph reveal that Moroccan English teachers highly value the use of online games in their classrooms. The majority of teachers reported using online games for practicing (92%) and reviewing (76%) learning outcomes. Additionally, online games were found to be an effective tool for presenting new information, with 37% of teachers using them for this purpose. In terms of summative assessment, 35% of teachers reported using online games for this purpose. This finding suggests that online games are not as commonly used for summative assessment as they are for practice and review. However, the fact that a third of teachers are using online games for summative assessment highlights their potential as a versatile tool in the classroom. Figure 7: Teachers’ agreement for using online games during the lesson
The results of 7" graph reveal that Moroccan English teachers highly value the use of online games in their classrooms. The majority of teachers reported using online games for practicing (92%) and reviewing (76%) learning outcomes. Additionally, online games were found to be an effective tool for presenting new information, with 37% of teachers using them for this purpose. In terms of summative assessment, 35% of teachers reported using online games for this purpose. This finding suggests that online games are not as commonly used for summative assessment as they are for practice and review. However, the fact that a third of teachers are using online games for summative assessment highlights their potential as a versatile tool in the classroom. Figure 7: Teachers’ agreement for using online games during the lesson
The findings of the 8" figure indicate that motivating and engaging students is seen as the most important factor (a high percentage of participants (55.5%) strongly agree that 26.2% agree), followed by building good rapport between teachers and students (a majority of participants (53%) agree that this is important, with 35.5% strongly agreeing), while boosting 21 century skills may be viewed as less critical by some respondents (only 28% strongly agreeing that this is important, and 44.9% indicating agreement). Figure 8: Online games motivate and engage, build rapports and enhance 21” century skills
The findings of the 8" figure indicate that motivating and engaging students is seen as the most important factor (a high percentage of participants (55.5%) strongly agree that 26.2% agree), followed by building good rapport between teachers and students (a majority of participants (53%) agree that this is important, with 35.5% strongly agreeing), while boosting 21 century skills may be viewed as less critical by some respondents (only 28% strongly agreeing that this is important, and 44.9% indicating agreement). Figure 8: Online games motivate and engage, build rapports and enhance 21” century skills
Figure 9: Drawbacks of using online games
Figure 9: Drawbacks of using online games
Figure 10: Teachers’ recommendations about the best online games The finding of the 10" figure is related to teachers’ recommendations for the best online game to use, with a breakdown of the percentage of their preferences. According to the result, 70% of the teachers recommend using Kahoot, 14% recommend using Quizlet, and 12% recommend using Bamboozle. The remaining 4% of teachers suggest other online games. This reveals that the popularity and effectiveness of Kahoot among Moroccar English teachers.
Figure 10: Teachers’ recommendations about the best online games The finding of the 10" figure is related to teachers’ recommendations for the best online game to use, with a breakdown of the percentage of their preferences. According to the result, 70% of the teachers recommend using Kahoot, 14% recommend using Quizlet, and 12% recommend using Bamboozle. The remaining 4% of teachers suggest other online games. This reveals that the popularity and effectiveness of Kahoot among Moroccar English teachers.
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