CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The English language is globally recognized as a premier medium of communication, commerce,

and education. In Nigeria, it serves not only as the official language but also as the language of
instruction from the upper primary level through to tertiary institutions (Oluwole, 2018).
Consequently, proficiency in English is a prerequisite for academic success in all other subjects.
However, the traditional methods of teaching English—often characterized by the "chalk and talk"
approach—have been heavily criticized for making the subject abstract, boring, and excessively
teacher-centered rather than learner-centered, thereby reducing student motivation and active
participation in the classroom.

In the 21st century, the education sector globally has witnessed a paradigm shift driven by
Information and Communication Technology (ICT). ICT encompasses a diverse set of
technological tools and resources used to transmit, store, create, share, or exchange information
(UNESCO, 2019). In the context of language learning, these tools include computers, the internet,
multimedia projectors, language laboratories, educational software, and even mobile devices. The
integration of these digital tools into the classroom has transformed teaching from a static process
into a dynamic, interactive experience.

The utilization of ICT in teaching English offers immense pedagogical benefits. According to
recent educational research by Eze and Okeke (2021), ICT tools successfully bridge the gap
between the classroom and the real world. For instance, audio-visual aids and language laboratory
software help students grasp correct pronunciation, phonetics and intonation, which are often
difficult to teach using only textbooks. Furthermore, the internet provides both teachers and
students with a vast library of authentic reading materials, allowing students to expose themselves
to global standard English and diverse cultural contexts (Bandele & Iji, 2019).

Despite these potential benefits, the integration of ICT into Nigerian public secondary schools
remains a significant challenge. While the Lagos State government has made commendable efforts
to provide computer laboratories and ICT infrastructure to some public schools, availability does
not automatically translate to utilization (Olatunde, 2022). A critical factor determining whether
these infrastructural investments are used effectively is Teacher Competence.
Teacher competence refers to the teacher's knowledge, skills, and attitude towards using
technology for instructional delivery. A teacher may have a computer in the staff room but may
lack the foundational skills to create a PowerPoint presentation, use interactive whiteboards, or
navigate the internet to research modern teaching aids. (Nwaboku, 2018). If the teacher is not
digitally literate, the ICT facilities in the school effectively become museum pieces—physically
present but instructionally untouched.

Therefore, this study is motivated by the urgent need to investigate the current state of ICT in
public secondary schools, specifically using Ayangburen Senior High School, Ikorodu as a case
study. It seeks to understand if English teachers possess the necessary technical skills to navigate
this digital era and to what extent they are actually using these tools to improve the academic
performance of their students.
1.2 Statement of the Problem

The English Language is the bedrock of formal education in Nigeria. Proficiency in it determines
a student’s ability to understand other subjects, pass national examinations like WAEC and NECO,
and communicate effectively in the wider society. Despite its importance, there has been a
consistent public outcry regarding the poor performance of secondary school students in English
Language, as repeatedly highlighted by the WAEC Chief Examiner's Reports (2021, 2022). Many
students leave secondary school with poor communicative competence, unable to speak or write
fluently.

In an attempt to solve this, educational stakeholders have advocated for the integration of
Information and Communication Technology (ICT) in classrooms (Federal Ministry of Education,
2019). The expectation is that ICT tools—such as language software, digital projectors, and audio-
visual aids—will make learning more engaging and help students grasp complex concepts like
phonetics and oral English, which are difficult to teach with just a textbook and chalkboard.

However, observation reveals a disturbing trend in public secondary schools. Despite the global
shift towards digital learning, the teaching of English Language in many public schools remains
largely traditional. Where ICT facilities exist—often provided by government intervention or PTA
projects—they frequently remain underutilized, locked up in principal's offices, or gathering dust
in computer laboratories (Ojo & Olaniyan, 2020).

The core of the problem appears to extend beyond just the availability of these tools; it touches
heavily on the competence of the teachers. Many English teachers are "digital immigrants" who
may struggle with basic computer operations, let alone integrating technology into a lesson plan.
If a teacher lacks the confidence and technical skill to use a computer or a projector, they will
naturally avoid using them, regardless of their availability.

Therefore, the problem this study seeks to investigate is the extent to which English Language
teachers in public secondary schools possess the necessary ICT competence and how this level of
competence affects their utilization of these tools for effective teaching.

1.3 Objectives of the Study

The main objective of this study is to investigate teacher competence and the utilization of ICT
tools for English language instruction. Specifically, the study seeks to:

1. Assess the availability of Information and Communication Technology (ICT) facilities for
teaching English Language in the school.

2. Determine the level of competence of English Language teachers in the use of ICT tools
for instructional purposes.

3. Examine the extent of utilization of available ICT tools by teachers during English
Language lessons.
4. Identify the major challenges hindering the effective utilization of ICT tools for teaching
English Language in the school.
1.4 Research Questions

The following research questions have been formulated to guide the study:

1. What are the ICT facilities available for teaching English Language in the study area?

2. What is the level of competence of English Language teachers in operating ICT tools for
instruction?

3. To what extent do English Language teachers utilize ICT tools (such as computers,
projectors, and educational software) during their lessons?

4. What are the factors or challenges militating against the effective use of ICT tools in the
teaching of English Language?

1.5 Research Hypotheses

The following null (Ho) and alternate (Ha) hypotheses were formulated and will be tested in this
study:
Hypothesis 1

• Ho1: There is no significant relationship between the availability of ICT facilities and the
extent of their utilization by English Language teachers.

• Ha1: There is a significant relationship between the availability of ICT facilities and the
extent of their utilization by English Language teachers.

Hypothesis 2

• Ho2: There is no significant relationship between teachers' level of ICT competence and
their utilization of ICT tools for English Language instruction.

• Ha2: There is a significant relationship between teachers' level of ICT competence and
their utilization of ICT tools for English Language instruction.

Hypothesis 3

• Ho3: There is no significant difference in the utilization of ICT tools for English Language
instruction based on teachers’ years of teaching experience.

• Ha3: There is a significant difference in the utilization of ICT tools for English Language
instruction based on teachers’ years of teaching experience.
1.6 Significance of the Study

The findings of this study will be of immense benefit to various stakeholders in the educational
sector, including the government, school administrators, teachers, students, and future researchers.

1. To the Government and Ministry of Education: The study will provide empirical data
on the actual state of ICT facilities in public secondary schools. This information will guide
the Lagos State government in policy formulation and resource allocation. It will help
policymakers understand that providing computers alone is insufficient without
corresponding investment in teacher training and power supply.

2. To School Administrators and Principals: The findings will reveal the specific areas
where teachers lack competence. This will enable school administrators to organize
targeted workshops, seminars, and in-house training programs to upgrade the digital skills
of their staff.

3. To English Language Teachers: This study will serve as a self-assessment tool for
teachers. It will help them realize the importance of shifting from traditional "talk and
chalk" methods to modern, technology-driven instruction. It will encourage them to acquire
the necessary digital skills to remain relevant in the 21st-century teaching profession.
4. To Students: Ultimately, the students are the primary beneficiaries. When teachers are
competent in using ICT tools, lessons become more engaging, interactive, and easier to
understand. This can lead to improved academic performance and better mastery of the
English language, particularly in oral English and phonetics.

5. To Future Researchers: This work will serve as a reference material and a source of
literature for other researchers who may wish to carry out similar studies on ICT integration
in other subjects or regions.

1.7 Scope and Delimitation of the Study

The study is focused on examining teacher competence and the utilization of ICT tools for English
Language instruction. The scope covers the availability of ICT facilities, the digital skills of
teachers, and the challenges they face in using these tools.

Geographically, the study is delimited to Ayangburen Senior High School, located in Ikorodu
Local Government Area of Lagos State. The choice of this school is informed by its proximity
to the researcher’s study centre and its status as a prominent public secondary school in the division.
The study involves only English Language teachers in the Senior Secondary section of the school.
Private secondary schools and other public schools in Ikorodu are excluded from this study to
ensure a thorough and focused analysis of the selected case study.
1.8 Operational Definition of Terms

For the purpose of this study, the following terms are defined as follows:

1. Teacher Competence: This refers to the ability, skill, and technical know-how of English
Language teachers to operate computer systems and other related ICT gadgets effectively.
In this study, it is measured by the teacher’s ability to perform tasks such as booting a
computer, typing lesson notes, creating PowerPoint slides, and browsing the internet for
teaching materials.
2. Utilization: This refers to the frequency and extent to which English teachers make use of
available ICT facilities during their lessons. It implies not just the presence of the tools, but
their active deployment to aid the teaching-learning process in the classroom.

3. ICT Tools: This encompasses all digital technologies that support teaching and learning.
In the context of this research, it specifically refers to computers (desktop/laptop),
multimedia projectors, internet connectivity, digital language laboratories, educational
software, and audio-visual aids used for English instruction.

4. English Language Instruction: This is the process of teaching the four basic language
skills—Listening, Speaking, Reading, and Writing. It involves the teacher’s delivery of
curriculum content to students in the classroom setting.

5. Public Secondary Schools: These are post-primary educational institutions owned, funded,
and managed by the government (State or Federal). They are distinct from private schools
and typically follow the government-approved curriculum and resource allocation.

6. Digital Immigrant: This refers to teachers who were born or trained before the widespread
adoption of digital technology and who may find it challenging to adapt to modern ICT
tools compared to "digital natives."