THE APPLICATION OF ICT IN LEARNING ENGLISH AS A SECOND LANGUAGE

E-learning methods and the use of information and communication technologies in education and training have changed the way of learning and teaching, providing a fundamental contribution in their processes of innovation and reform (1). Through the integration of new technologies, education and training have become more accessible and more flexible, offering opportunities to all and at all educational levels. Developments in technology and research into learning are changing the face of how, where and when people learn. Two factors come together - the understanding that learning is exploring and the ability of technology to provide wide spaces for exploration (Evans, St Johns, 1998). In these two senses the use of technology complements and extends the learner-centred methodology. Its advantage is that learners can access the material in their own time, work through the material at their own pace, choosing topics and subject areas to match their own interests, i.e. learners are in control of their language learning and have increased choice. One aspect of this increased choice is that the new technology is blurring the distinctions between self-study outside the class, distance learning and institutional self-access centres (Moore, 1996). The problem of the research is the following: the promotion of autonomous learning of foreign languages and the growing role of online information technologies are getting more and more importance in language teaching in all educational institutions. As the research is empirical, the method of questionnaires is used in it. The objectives of the research: 1. To define the ways of integrating the Internet and information technologies into the Curriculum that it is really motivating not only students, but teachers as well. 2. To define the ways of developing the students' language skills, and fostering a multi-cultural, international perspective for our ever-changing, interdependent world.