Recent developments in computer and web technology have prompted new revolutionary ways of using Information Technology in English language teaching. While there is evidence of the usefulness of ICT in the Moroccan language classroom, a wide range of factors and challenges still inhibit the widespread introduction and use of the new technologies as basic tools of teaching, and deter EFL teachers from adopting them to maximize targeted learning outcomes. The findings from the research suggest that there is no clear link between independent variables (teachers‟ socio-demographic and substantive variables) and the frequency of ICT use in the Moroccan English language classroom. However, and though they are not statistically significant, gender and computer literacy show some effect.