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ICT and English Learning


This study was intended to examine the use of ICT in teaching and learning of English Language. This study was guided by the following objectives; to examine the impact of ICT in teaching and learning of English Language, to identify the problems associated with the use and implementation of ICT in teaching and learning of English Language and to examine the factors limiting teachers used of ICT in teaching in the classroom. The study employed the descriptive and explanatory design; questionnaires in addition to library research were applied in order to collect data. Primary and secondary data sources were used and data was analyzed using the chi square statistical tool at 5% level of significance which was presented in frequency tables and percentage. The respondents under the study were 300 students selected from five senior secondary schools in Lagos State. The study findings revealed that there is a relationship between the introduction of ICT in teaching English Language and students’ interest in English Language class; based on the findings from the study, schools should implement the use of ICT facilities such as computer, projector, video etc in teaching English Language in secondary schools in order to ensure proper understanding and interest in English Language.



1.1   Background of the Study

The role of ICT (Information Communication Technology) in the 21st Century educational set up cannot be overemphasized. Its relevance in the teaching/learning process in general is crucial and its application in the teaching and learning of English is imperative. This is essentially associated with the acquisition and proficiency of the language at different levels and for different purposes.

The use of English Language in Nigeria cannot be compared with any other language, it is referred to as the official language of the Nation and hence it is used as the medium of instruction at all levels of the Nation’s education system from primary school through University. Without a credit pass in English Language, hardly will any student be admitted into tertiary institution in Nigeria.

The most concerned aspect of the educational development in the country today is the nose diving nature of the education system as seen in the publication of the terminal public examination results in recent time. The Senior Secondary School Certificate examination conducted by West African Examination Council and National Examination Council revealed that the dwindling performance of students in these examinations have remained unabated for quite some time now. The joint Admission Examination result is also not better.

The reasons for the above scenario are preponderant of which the roles of teacher are pertinent in this review. To look straight into the core of this study is the embarrassing result of English Language in the aforementioned examinations (NECO, 2010, 2012, 2013 and 2016). The primordial function of English Language to get admitted into higher School of learning has made it the most important subject. Hence, all search light must be beamed at it, to improve its knowledge among learners which can only be effectively done through the continuous training of English Language teachers inter-alia, especially on innovative teaching strategies among which the adequate knowledge of ICT is paramount especially in the area of computer use with all its educative devices such as internet facilities, software development and programming among others. The teachers of English Language, occupy the central position in the English Language educational system in Nigeria in spite of the fact that English is the language of instruction and it is taught through integrated teaching of all other subjects in School. The National Policy on Education in Nigeria admitted that, “no education system can rise above the quality of its teachers”. The policy consequently recommended some steps towards the enhancement of an effective and efficient teaching profession which includes training and recruitment of more teachers at both primary and secondary school levels (Adepoju, 2001; Adeyoju, 1999).

Information technology has played a big role in accelerating the movement of learning opportunities to all parts of the world, to learners of all cultures and nationalities. Information technology is widely recognized as a vital resource in economic, social and political development. In the present world the skills of information technology are more than ever in great demand in all sectors including education, government, business and commerce (World Bank, 2004).

With the rapidly increasing popularity of the internet in recent years, the diversity of learning programs continue to shift and change according to the demands of society. Since the development of communicative skills, language learning requires social interaction between the teacher and the students and among the students themselves, the use of computers has for a long time been regarded only as a support tool with regard to certain skill areas (Brandal, 2005).

The importance of computers in life cannot be overemphasized as they deal with learning, employment, productivity and fun (Okumbe, 2001). Colantonia (1992), points out that, computers are used in banks, offices, military installations, stores, factories, schools/colleges, government agencies and even other organizations. Computers have created a revolution in the production, processing and transfer of information, primarily because of their ability to handle colossal amount of data within a very short time. The main use of computers, regardless of the application area, is processing or manipulation of data fast and efficiently in order to obtain information that is complete, accurate, timely, economic and relevant. Computer users today are not computer professionals; rather, they are people who need information to do their jobs effectively. Electronic technology was in the past very mystified. It was extra-ordinary and belonged to only the experts and specialists. Yet in the recent past there has been transformation of learning through technology in all levels, removing inhibitions, obstacles and challenges that were thought impossible (Zeleza & Kakoma, 2003).

Computerization has set off new image identities and subjectivities in the learning environment (Benner, 2003). It is therefore not surprising that modern curriculum, instruction and education thinkers and practitioners all over the world have been swept off-balance by the new technological transformation taking place around the world. Learners are more informed about the possibilities that a computer can provide more than their instructors (Leask & Meadows, 2000).

Fakeye (2010), the level of knowledge of ICT possessed by Nigerian English language teachers are poor and as such, they rarely use ICT in English language instruction. There is also a significant difference in the male and female teachers‟ knowledge of ICT with the males demonstrating a higher level of knowledge than their female counterparts. There is lack of accessibility that greatly hinders the use of ICT with the lack of technical knowledge and qualification of the part of the teachers.ICT brings about innovation in the teaching and learning processes as it improves lifelong learning habits in students. Moreover, Amri (2001) identified certain areas of ICT as important for language teachers, for example, the use of a word processor, e-mail, and multimedia.

Teachers have great influence on students through the learning process and can enhance pupils‟ cognitive growth (Ogunsaju, 2009). As learning in the ICT age no longer restricted to the four walls of the classroom, students with internet enabled mobile phones can do basic searches online and obtain information that may not be within the teacher‟s reach at the point of disseminating the instructional content. Teachers must as a result exploit ICT with comparable or better technology to enliven their lessons; thereby facilitating better assimilation of the instructional content and keeping teachers abreast of current updates in their subject of specialization (Ogunsaju, 2009).

1.2  Statement of the Problem

A lot of stakeholders in the educational sector has expressed sincere feelings about the decline of the value of education, the decay in the training of manpower, laxity in the teaching and learning and lack of educational materials in the ministry of education.

1. Some schools are lacking in the implementation of the ICT in teaching and learning.

2. Some school due to lack of fund they cannot purchased ICT equipment for teaching and learning.

3. Some teachers are not well trained to use ICT in carrying out their duty is the class.

4. Because of the lack of quality, teachers adulterate the student thereby creating barrier in learning and development of the student.

This is the right of researcher to study school in Enugu North with the aim of finding out whether they have implemented the use of ICT and record the success but if not know the cause of it.

1.3  Objectives of the Study

The study sought to examine the use of ICT in teaching and learning of English Language. Specifically, the study sought to;

1)  Examine the impact of ICT in teaching and learning of English Language.

2)  Identify the problems associated with the use and implementation of ICT in teaching and learning of English Language.

3)  Examine the factors limiting teachers used of ICT in teaching in the classroom.

1.4  Research Questions

1)  What is the impact of ICT in teaching and learning of English Language?

2)  What are the problems associated with the use and implementation of ICT in teaching and learning of English Language?

3)  What are the factors limiting teachers used of ICT in teaching in the classroom?

1.5  Significance of the Study

This study is very essential to use extent that it helps to identify the impact of information and communication technology on the teaching and leaving of English language. The researchers expected that if the suggested and personal opinion proposed in this research work is implemented effectively and diligently, the poor image of information and communication technology on the teaching and learning of English language will be restored and the objective of the introduction of information and communication technology will be achieved. Thus the study will be of benefit to the following group of people, Government, parents, society, schools and students of English language.

This study will also be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

1.6  Scope/Limitations of the Study

This study is on the use of ICT in teaching and learning of English Language using Enugu North, Enugu State as the case study.

Limitations of study

Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.



Account Number: 0709546102

Access Bank: Savings
Account Name: Emmanuel Idorenyin Samuel.