The acquisition of a Second Language, particularly English, has mainly one purpose, that one of

achieving communication skills. Therefore, the need for good communication skills in English, has

increased the demand for English language teaching all around the world nowadays. A good

communication skill is only achieved when we have an accurate command of the language. There are

a lot of people today who want to improve their level of English and there are a lot of ways to learn

English. First of all being instructed in school, moreover travelling, study abroad or even through

media and internet. There is an increasing demand for English which has created an extremely high

demand for quality language teaching, materials as well as resources. As McKay (2002) emphasizes,

English is the language of globalization, international communication, commerce, trade, tourism, the

media and pop culture and there are different motivations for learning it. Therefore, the demand for an

appropriate teaching methodology is as high as ever.

English teaching in the Albanian context was dominated by grammar and translation teaching method

in the 1970s. Later, until the 1990s, there was an improvement on English teaching methods. Since the

1990s, Albanians grew a lot of interest in studying English as a foreign language. New methods were

introduced in 2000s which included vocabulary, reading, grammar, language functions, and

pronunciation practice.

Despite the evolution of the new English curriculum, the state of English teaching in Albania remained

based on traditional methods. The aim of this study is to evaluate the English Language Teaching

methodology used in the Albanian High Schools as well as it is an attempt to recognize how the

modern methodologies develop students’ communicative competence, but also to examine the impact

of implementation of innovative teaching approach on students’ motivation and its effectiveness with

regard to how the language is taught.