Asian Journal of Research in Computer Science

In the realm of educational instruction, teachers encounter a diverse array of students, each with unique learning styles and potential challenges. Among these learners are those with distinct needs, requiring tailored approaches to facilitate their academic progress. These students often encounter hurdles across various educational facets, necessitating personalized strategies to enhance their learning experiences and self-expression. Thus, the focus of this study is to investigate whether the integration of technological tools such as laptops and tablets, coupled with multimedia elements, can serve as effective motivators and engagement enhancers for students with specific learning requirements.

This qualitative study adopts an observational approach, examining the impact of technology integration on students with special needs across six primary schools in municipalities of Gjilan and Prizren, Kosovo. The primary objective is to gauge the efficacy of technology-assisted instruction, particularly in the context of English language learning. Through a four-week observation period, conducted twice weekly, the study aims to discern the differential outcomes between traditional instructional methods and those supplemented by technology applications.

The study results revealed that in technology-driven English language lessons, special needs students were more motivated to get involved in the lesson, worked together, and participated actively in the classroom activities.