Dissertation (MA Education)This study assessed teachers’ perceptions in the use of ICT as a pedagogical tool in enhancing English language fluency among secondary schools in Tanzania basing on the experience from Moshi municipality. The study adopted descriptive case study design which included mixture of quantitative and qualitative approaches. A total of 24 respondents including heads of schools and English language teachers were included. Purposive and random sampling techniques were used to obtain respondents of the study. Likert scale questionnaires, interviews, focus group discussion, documents review and observation were used to collect data from the respondents. Qualitative data were analyzed according to their pattern of descriptions from the respondents to generate themes and sub-themes while quantitative data were processed and analyzed using SPSS (version 21) to compute frequency, percentages and mean scores. The findings revealed that, majority of teachers had insufficient ICT skills for English language fluency although their conceived benefits on using ICT in enhancing English language fluency were found to be positive. Moreover, teachers were faced by challenges like inadequate ICT skills for English language fluency and poor ICT infrastructures. Some ICT based pedagogical strategies like the use of listening and writing strategy was found to be useful in enhancing English language fluency. Based on the findings, this study recommends that the government to review its ICT policy statements to see if it matches with the current educational practices. Generally, integrating ICT in enhancing English language fluency will help both teachers and students to develop speaking and writing skills and increase competitiveness in the world market because English is regarded as an international language.