The gap between students who enjoy unrestricted access to technological resources and those with limited access due to infrastructural and socioeconomic barriers is getting increasingly wider, especially that digital technologies have become increasingly integrated into education. Indeed, disparities in access to digital education have gained significant attention in Morocco during the COVID-19 pandemic which necessitated a swift shift to online teaching, hence exacerbating the consequences of digital divide between students. This digital divide has significantly affected foreign language learning, in general, and English as a foreign language learning (EFL), in particular. In detail, as foreign language teaching couldn’t be effective unless interactive technologies, audiovisual tools, and real-time communication platforms are involved in online teaching, higher education EFL students have faced challenging circumstances, such as limited internet access, insufficient technological resources, and inadequate digital literacy. As a result, they have encountered varying degrees of digital accessibility, influencing their engagement in learning English.

Given that e-learning and technology-enhanced instruction have become essential in Morocco, this study aims to explore how digital divide affects EFL teaching and learning in Moroccan universities. To clarify, it seeks to examine the major challenges that hinder effective remote foreign language teaching, mainly EFL, including internet access, availability of digital devices, digital literacy, and institutional support for online learning. Furthermore, it investigates how these factors influence university EFL students' learning outcomes and their ability to develop core language skills, i.e., reading, writing, listening, and speaking, in virtual learning environments.

The study is based on a methodological triangulation of both quantitative and qualitative research instruments. Data collection targets undergraduate and postgraduate EFL students from different socio-economic backgrounds relying on questionnaires and semi-structured interviews. The fieldwork is conducted across multiple universities in Morocco with the aim of providing empirical data on students' experiences, adversities, and coping strategies in the face of digital inequities.

The study is meant to emphasize the intersection of technology and foreign language teaching and offer insights into the broader challenges of digital equity in EFL contexts.

Keywords: Digital Divide, Foreign Language Learning, Higher Education, Remote Teaching, University EFL Students.