FACULTY OF ENGLISH LANGUAGE

MASTER THESIS

Topic of the Master Thesis: The use of Information and Communication Technologies (ICT) in
Teaching English as a Second Language in Secondary School Andrea Durrsaku in Kamenic

Candidate
Nezafet Rrudhani

Mentor
Doc.Dr.Qatip Arifi
27/05/2016
Prishtin

Introduction
The integration of information and communication technology in teaching and
learning involves the use of computers, the use of internet and the use of networks
computer for the purposes of teaching and learning.

In this research will be discussed the use of Information and Communication

Technology (ICT) in teaching English as a second language in the secondary school
Andrea Durrsaku in Kamenice.

This research will address the importance of Information and Communication

Technology (ICT) in teaching easier, faster, and more efficiently.

Statement of Problem
Before integrating ICT into education program, there is a need to know how
the potential of ICT can be utilized in the English as a second language (ESL)
classroom, and what challenges are faced by ESL teachers.
Such teachers, particularly those in Kosovo, often face a progress in
developing proficiency, fluency and support interest in students who are learning
ESL.

The definition of information and communication

technology
ICT is Diverse set of technological tools and resources used to
communicate, and to create, disseminate, store, and manage information( Blurton,
2002 ).
Information and communications technologies (ICT) in education refers to
the computing and communications facilities and features that variously support
teaching, learning and a range of activities in education (Kent. 2004).

Purpose of study
The study aims to investigate :
The level of their computer usage which will be investigated through a
quantitative questionnaire and qualitative interview, and their levels of
computer usage will be gained.
Their attitudes toward ICT will be examined.
Their attitudes toward Online Language Teaching will also be explored.

Research Questions
The study will attempt to answer the following research questions:

Have teachers of Secondary School Andrea Durrsaku in Kamenice

attended courses on the use of ICT in teaching?

Do the teachers use ICT in teaching English language ?

What teaching strategies do teachers of Secondary School Andrea
Durrsaku in Kamenice use when integrating ICT into English lessons?

Objectives of the study

The objectives of the study are :

to investigate the use of information and communication technologies in

teaching ESL in Secondary School Andrea Durrsakuin Kamenice.

to explore the challenges faced by the Secondary School Andrea

Durrsaku teachers in using ICT to teach ESL.

to identify the experiences which teachers have through their use of ICT, the
support they receive and the training they have had.

to identify the most suitable teacher education strategies in using ICT in

teaching ESL

LITERATURE REVIEW
According to Gergel (1986) the technology was expected to have a major and
direct impact on students learning and skills acquisition. In the field of English,
Herwisher (1991) claimed that there were two broad areas of technological focus
a decade ago: the use of computers in writing instruction and the 145
incorporation of technology into concepts and definitions of literacy.
Furthermore, students are positively inclined to working with web and find it
useful, with the majority preferring to use the web as a supplement to face-to-face
teaching. They also enjoy using the programme and feel it helps them learn and
they enjoy having teacher supervision while using the programme individually
(Lawton 1975).

Challenges of implementing ICT in Education

In recent years, educational access to digital ICT tools, applications,
networks, and media worldwide has grown dramatically.
According to UNESCO, World Communication and Information Report
1999-2000, in Europe :

More than 80% of schools in Slovenia have access to the Internet, 93%
of secondary schools and 80% of primary schools which is similar to the
percentages of developed countries.

The Government of the United Kingdom plans to connect all schools,

colleges, universities, libraries, and as many community centres as possible to the
Internet by 2002.

METHODOLOGY
Both quantitative and qualitative research methods were employed in order
to address the research questions, and it is a special way of collecting, organizing
and analyzing the data. The survey was conducted in the secondary school .

Research Design
In this research, through many activities, meetings with teachers and students
the researcher tried to identify and examine the level of using information
technology and modern teaching equipment, which are directly related to the work
with computer.

 Data Gathering Procedure

The data gathering procedure commenced from identifying and collecting
data during the teaching process in the secondary school Andrea
Durrsakuin Kamenice.

Participants
The participants in this study are ESL students and the teachers from
Secondary School Andrea Durrsaku in Kamenice. The age of the
participants is from 15 to 17. They belong to ethnic group Albanian. The total
participants was 33, made up of 30 students and 3 English teachers.

Data collection Instruments

The survey was conducted through questionnaire and interview, which were
used as main instruments for data collection. Students responded to the
questionnaire while the teachers were interviewed.

The Questionnaire
Responses were obtained through a questionnaire. The questionnaire
consisted of 12 questions. These included open-ended, yes/no and multiple
choices questions. It was addressed to students of English language (10th, 11th
and 12th grades).

The Interview
The interviewees were teachers of English at the Secondary School
Andrea Durrsaku in Kamenice.

Results and Analysis

The relevant results from the questionnaire and interview analysis have been
analysed using SPSS ( Supporting Statistical Analysis for Research ) and EXCEL
and are presented below.
Responses from interviews are presented in subsections under the following
headings :
Teachers training in ICT integration
The frequency of ICT application
ICT tools used by teachers

The students questionnaire results

Table 1. Age

Table 1. Age

Table 5. English is important to know

Table 11. Do you use the computer or technological aids to learn in

school ?

The teachers interview results

17. Teachers Training in ICT Integration in teaching ESL

Table 18. The availability of ICT devices in teachers main classrooms.

Table 19. The frequency of ICT application

Conclusion
The analysis of previous research about the use of ICT in teaching ESL has
shown that a number of factors such as:

teachers trainings in ICT programs

access to computers lab
support of school administrator to English teachers to integrate more ICT into the
process of teaching, can contribute to teachers to use ICT in teaching.
The thesis revealed that the teachers of the secondary school Andrea Durrsaku
in Kamenice do not have access to the computers lab in the school .
In order to raise ICT standards in schools, the government should first
substantially increase investment in ICT infrastructure for schools and to offer good
conditions in teaching for teachers and students as well.

Recommendations
In order to encourage the use of Information Technology in teaching of
English Language as a Second Language (ESL) environment, the following
recommendations are made:

English Language teachers should be encouraged to learn the use of

Information Communication Technology (ICT) in language teaching.

School administrator should be encouraged to purchase computer and other

Information Communication Technology equipment for the teaching and
learning of English in the Secondary School Andrea Durrsaku in

Kamenice.

THANK YOU !