Integrating Information Technology in Teaching English as a Foreign Language

Enhancing Learning Outcomes

Abstract

The integration of Information Technology (IT) into English as a Foreign Language (EFL) teaching has become increasingly significant in contemporary education. This study explores how Albanian English teachers perceive the use of digital technologies in relation to student engagement, language development, and classroom practice. The research forms part of a broader doctoral study that employed a mixed-methods design. Quantitative data were collected through an anonymous online questionnaire completed by 98 English teachers across Albania, containing 17 structured questions. To deepen interpretation of the survey findings, qualitative data were gathered through semi-structured interviews with four teachers (three secondary school teachers and one high school teacher). Findings indicate that teachers view IT as a valuable pedagogical enabler that increases motivation, supports listening, speaking, reading, and writing development, and promotes learner autonomy. However, unequal access to devices, inconsistent internet connectivity, and limited professional training remain substantial barriers. The study concludes that technology is most effective when aligned with pedagogy, supported by infrastructure, and implemented through inclusive professional development models.