This paper reports the findings of a quasi-experimental study meant to examine the effects of training in ICT- assisted English language teaching on secondary school English language teachers‘ skills of integrating ICT tools in teaching English and their attitude towards using ICT tools for teaching English. To achieve this goal, a one-group within-subject quasi-experimental design (also called repeated-measures time series design) was utilized. Twenty (20) teachers were selected from Hawassa City Administration, Sidama Regional State of Ethiopia, as participants of the study using availability sampling. Three rounds of repeated measures data were collected using a test and a questionnaire. The collected data was analyzed quantitatively using the SPSS version 22. Consequently, inferential statistics was applied. Friedman‘s test was used to compare the mean scores of the related samples scores on the test and questionnaire. Related samples Kendall‘s coefficient of concordance (effect size) was also run using the same non-parametric test of Friedman‘s test on the SPSS to see the magnitude of the effect. The results revealed that training in ICT-assisted English language teaching has a significant effect on the English language teachers‘ skills of integrating ICT tools in their teaching of English and their attitude towards using ICT tools for teaching English. Therefore, there is a need for in-service teacher training in ICT-assisted English language teaching (ELT) and collaborations and purposeful efforts from teachers, schools, and government bodies to harness new technologies for ELT.
Key words: /Attitude/English language teaching/ICT-Assisted teaching training/ICT integration skills/ICT tools/