THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ENGLISH AS A FOREIGN LANGUAGE – A VIEW FROM BOSNIAN CLASSROOM
THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ENGLISH AS A FOREIGN LANGUAGE – A VIEW FROM BOSNIAN CLASSROOM

Summary/Abstract: Over the last decade, development of Information and Communication Technologies (ICT) has brought many changes in all aspects of human lives. Important changes have been noticed in the field of education as well. In relation to those changes, the aim of this research was to explore the use of ICT in English language teaching and learning at the elementary schools in Bosnia and Herzegovina. Empirical research has been conducted and divided into two parts. The first part of research included the use of survey for questioning students and their schools. This study investigated 211 students and their 11 teachers from 9 cities of Bosnia and Herzegovina in relation to (a) school Information and Communication Technologies (ICT) infrastructure, (b) levels of perceived ICT skills, (c) students’ and teachers’ perceptions and expectations of ICT use in English language classrooms, and (d) obstacles to using ICT in learning English. In the second part, a short –termed experiment was conducted to explore whether deployment of ICT in teaching new vocabulary to the young learners produces significant results in English language classrooms. The findings of the study revealed that a great majority of students attribute positive remarks for integrating technology in language teaching and learning. However, schools very often face difficulties: schools do not own adequate ICT equipment nor tools, teachers do not have professional training on integrating technology into their teaching, the problem with school time organization, and others. Moreover, the findings of the experiment proved that technology can be used as an engaging and supplementary tool to foster vocabulary learning for English Language Learners.

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