Teacher Perceptions on Computer and Media Learning (ICT) in English Language Acquisition in Primary and Secondary Schools in Macedonia

Abstract

The recent reform of education in the Republic of North Macedonia has brought innovation in the use of technology in the teaching process as well as in the use of computers as a tool, and also as a method and a way to learn. Also, projects and curricula for computer learning have been developed in both primary and secondary schools. In this context, this theoretically-empirical research combines the reality of the use of ICT tools in English language classes in elementary and secondary schools with segments defined in the English language curriculum. With the empirical, descriptive, and conclusive results gained in this research, where 108 English language teachers in the primary and secondary schools of Skopje, Gostivar, and Tetovo were surveyed, a statistical difference (sig = 0.028) was observed in teacher attitudes per city in terms of level and the impact of ICT tools on the productivity of students in English language classes as well as the statistical difference (sig = 0.043) in teachers' attitudes by their age. In the end, the hierarchy of ICT tools was determined according to their level of use and the hierarchy of skills developed by the use of ICT tools in English language classes in elementary and secondary schools.