Use Of Information and Communication Technology (ICT) In Teaching And Learning Of English Language

Project and Seminar Material for English Language

Use Of Information and Communication Technology (ICT) In Teaching And Learning Of English Language


English language has become a global language because of its numerous functions and preferences over several other languages over the globe. English is not only the mother tongue of Britain but also to so many countries. This work investigates ICTs and its crucial role in ameliorating knowledge acquisition in general and enhancing English Language mastering in particular. There is an assessment of the level of applicability of the level of ICT tools in facilitating English language teaching/learning amongst final year students. It further emphasises the use of ICTs and heightens awareness of the crucial role ICTs play in ameliorating learning in general and language in particular. Findings in this study reveal that ICTs are not employed in our school system to enhance language learning. The work concludes by recommending the implementation and use of ICT tools in the fostering of English language teaching/learning.

Chapter One


1.1 Background of the Study

ICTs stand for information and communication technologies and are defined, for the purposes of this primer, as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.” These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. Information and Communication Technology ICT’ which includes radio, television, computers and the internet has been found as potentially powerful. Communication technology is the tool use to harvest the information properly for effectives in any Area of lifeVeen, W, (1993). As the access to information continues to grow exponentially, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, schools must promote the acquisition of knowledge and skills that make possible continuous learning over lifetime. When used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life. However, the experience of introducing different ICTs in the classroom and other educational settings all over the world over the past several decades suggests that the full realization of the potential educational benefits of ICT is not automatic.In diverse socio-economic and cultural contexts, ICTs can be successfully employed to reach out to a greater number of students, including those to whom education was previously not easily accessible, and help in promoting learning, along with exposing students to the technical skills required for many occupations. ICTs act as and provide students and teachers with new tools that enable improved learning and teaching Veen, W, (1993).Geographical distance no longer becomes an insurmountable obstacle to obtaining an education. It is no longer necessary for teachers and students to be physically in proximity, due to innovations of technologies such as teleconferencing and distance learning, which allow for synchronous learning. ICTs in schools provide an opportunity to teachers to transform their practices by providing them with improved educational content and more effective teaching and learning methods. ICTs improve the learning process through the provision of more interactive educational materials that increase learner motivation and facilitate the easy acquisition of basic skills. The use of various multimedia devices such as television, videos, and computer applications offers more challenging and engaging learning environment for students of all ages.

Literacy in Information and Communication Technology (ICT) is fundamental to life in our modern technology society. To equip students to be literate lifelong learners and global citizens of the first 21st Century, we must successfully integrate ICT into both the English curriculum and English pedagogical practices. ICT is a valuable tool to enhance teaching and learning. For teachers ICT is a professional resources, a model of classroom delivery, and a source of valid and valuable text types. For students, ICT provide opportunities to communicate more effectively and to develop literacy skills including skills in critical literacy. It is a valuable tool for researching, composing and responding and viewing and representing English. However, if all students are to have the opportunities the develop ICT skills and achieve English Syllabus outcomes, issues of equity and access to technology (digital divide) must be addressed. Students encounter ICT in many areas of their lives and it is essential that we provide them with the opportunities to explore the technology and encourage them to use it as a learning tool. A lot of students now spend time on their computers, laptop, tablets and phones. Using ICT enables English teachers to tap into the learning style and the dominant youth culture. Many modern ICT texts can also be used as a starting point for the exploration of traditional texts

1.2 Statement of the Problem

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”

1.3 Objective of the Study

  1. To find out the obstacles teachers’ face in using ICT.
  2. To find out to what extent the society and government recognize the significance of ICT in teaching and learning.
  3. To find out the impact of ICT in teaching and learning.
  4. To suggest solutions to the problems of teaching and learning of English Language.

1.4 Research Hypotheses

Hypotheses One
  • Ho: Teachers do not have difficulties in teaching English language with the use of ICT
  • Hi: Teachers have difficulties in teaching English language with the use of ICT
Hypotheses Two
  • Ho: ICT has no impact in the teaching and learning of English language
  • Hi: ICT has an impact in the teaching and learning of English language

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 research work will be of benefit to the following group of people, Government, parents, society, schools and students of English language.

1.6 Scope and Limitation of the Study

This study is primary concerned with the use of ICT in teaching and learning of English Language. This work covers some selected secondary schools in Enugu state. The researcher encountered some constraints, which limited the scope of the study. These constraints include but are not limited to the following

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

1.7 Definition of Terms


Information Communication Technology refers to technologies that provide access to information through telecommunications.


Teaching is an instruction or delivering a particular skill or subject or something that someone tells you to do. For Teaching in this case may refer to showing or explaining to a student how to do something.


Learning is the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences.

English Language:

The language of the people of England and the U.S. and many areas now or formerly under British control.

1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  • Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five

Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain a critical analysis of the use of ICT in teaching and learning of English Language.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations are made, which in the opinion of the researcher will be of benefit in addressing the challenges of the use of ICT in teaching and learning of English Language.

5.2 Summary

This study aimed at having a critical analysis of the use of ICT in teaching and learning of English Language. Four objectives were raised. These objectives include: To find out the obstacles teachers’ face in using ICT, to find out to what extent the society and government recognize the significance of ICT in teaching and learning, to find out the impact of ICT in teaching and learning, to suggest solutions to the problems of teaching and learning of English Language.

5.3 Conclusion

Based on the above findings pertaining to the objectives of the study the following conclusions are drawn.
This paper has beamed search light on the use of ICT, adopting computer in the teaching of English language, and also considered the general opportunities inherent in the use of computer in general teaching / learning enterprises. The review has also considered those factors that hinder/ limit the adoption of ICT concept in pedagogy which includes paucity of facilities, inadequate knowledge and poor motivation on the part of the school administrator, limited resources within the school are a great hindrance to take-up of ICT. Lack of computer software in the school and classroom environment can seriously limit what every teacher can do with ICT. The limited range of software to teach English language in school, but when there are varieties of software in school that teachers can use, this will enhance the use of ICT.

5.4 Recommendation

  1. More teachers of English language should be trained on the use of computer.
  2. Varieties of software should be developed for the teaching of English language which will cover different areas of the subject such as phonology, Syntax, comprehension/composition, creative writing that will be adapted to Nigeria environment.
  3. The existing teachers should be motivated to improve their output/productivity.
  4. There should be more computers in all schools.
  5. The Enthusiasm of the learners should be built through increased accessibility to software and internet facilities.
  6. Teachers should be exposed to evidence based knowledge on the various existing benefits of ICT use in teaching.
  7. More researches should be conducted on the use of ICT for teaching in schools to elicit some of the latest issues.

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