The educational process undergoes continuous evolution each year. These methods and tools have yielded positive outcomes, complementing the modern teaching practices being implemented in post-war Kosovo. It is noteworthy that our country has dedicated special attention to the field of education, actively seeking the best teaching methods that effectively bridge theory and practice. Consequently, the purpose of this research is to analyze the influence of auditory tools on the recognition of new vocabulary during English language classes. Additionally, this paper sheds (...) light on the impact of auditory tools in motivating students to enhance their English vocabulary. This small-scale research employed both qualitative and quantitative methods. The qualitative approach involved ten English language teachers, while the quantitative method encompassed one hundred students. The Likert scale was utilized, consisting of ten questions, to gather responses from fifth-grade students. The researcher aimed to include both high and low English proficiency students to obtain a comprehensive understanding of the results regarding the use of auditory tools for English vocabulary acquisition. In conclusion, the final results indicate that English teachers utilize auditory tools to teach English vocabulary to a certain extent, highlighting the need for increased investment in supplying the targeted schools with such tools. (shrink)

This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning in a research context in the Republic of Kosovo. The study was completed by sixty students of three lower-secondary private schools in Kosovo and eight English language teachers who work there. The aim of this study was to investigate teachers’ perspectives on using PBL in their classes, the challenges they face while applying PBL, the most common benefits PBL implementation, the (...) materials used with this method, and the impact of PBL on students’ motivation to learn English as a Foreign Language. The data obtained from interviews with teachers highlight that teachers use PBL to a certain extent, though it works much effectively with lower-secondary and upper-secondary education. Teachers preferred to use Project Based Learning in their classrooms in general, although there appears to be some uncertainty between doing projects and Project Based Learning as a strategy. English language instructors have only seen themselves as facilitators of initiatives carried out in the classroom, resulting in a student-centered environment. In contrast to the past, it appears that teachers make extensive use of technology and involve students in a variety of activities to boost their learning and keep them engaged in PBL. Students on the other hand, through a very small number, highlighted that PBL is a better teaching approach in comparison to the traditional textbook teaching and learning. (shrink)