CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter reviews existing literature relevant to the study of teacher competence and the
utilization of Information and Communication Technology (ICT) tools for English Language
instruction. A review of related literature is crucial as it provides a solid foundation for the research,
highlighting what has already been done by other scholars and establishing the gap that this current
study seeks to fill. To ensure a logical flow of ideas, this review is organized under the following
sub-headings: Conceptual Framework, Theoretical Framework, Review of Empirical Studies, and
Summary of the Literature Review.
2.2 Conceptual Framework
The conceptual framework clarifies the major variables and terms used in this study, breaking them
down into understandable, researchable concepts.
2.2.1 The Concept of Information and Communication Technology (ICT)
Information and Communication Technology (ICT) is a broad, dynamic, and multi-dimensional
concept that has fundamentally altered how humans interact, work, and learn. According to
Adeyemi and Olaleye (2021), ICT encompasses all forms of technology used to create, store,
exchange, and manipulate information in its various forms (business data, voice conversations,
still images, motion pictures, and multimedia presentations). In the educational sector, ICT is not
merely about the presence of computers; it represents a comprehensive shift in the pedagogical
delivery of knowledge.
Furthermore, Yusuf and Balogun (2020) categorize educational ICT into three main components:
hardware (the physical tools such as laptops, desktop computers, multimedia projectors, and
interactive whiteboards), software (the operating systems, educational applications, language
laboratory programs, and learning management systems), and connectivity (the internet, Wi-Fi
networks, and cloud-based platforms). For ICT to be truly functional in a school setting, these
three components must work seamlessly together.
In the specific context of teaching the English Language, ICT refers to the deployment of digital
tools to enhance the mastery of listening, speaking, reading, and writing skills. As noted by the
Federal Ministry of Education (2019) in its National Policy on Education, ICT facilities such as
audio-diction software and language labs are indispensable in the modern era, as they expose
students to authentic native-speaker pronunciations and global communication standards that
traditional textbooks cannot provide.
2.2.2 The Concept of Teacher Competence in the Digital Age
Competence, in a general sense, refers to the ability to do something successfully or efficiently.
However, in the context of modern educational delivery, teacher competence has evolved beyond
mere mastery of the subject matter. Adedokun (2022) argues that a 21st-century teacher must
possess "digital pedagogy competence," which is the intersection of technological skill, teaching
methodology, and subject knowledge.
Teacher competence in ICT does not require the teacher to be a computer programmer; rather, it
requires functional digital literacy. According to Nwaboku (2018), an ICT-competent English
teacher should be able to perform basic operations such as word processing for lesson notes,
utilizing presentation software (like Microsoft PowerPoint) for visual aids, operating multimedia
projectors in the classroom, and navigating the internet to source authentic language materials,
such as podcasts or digital news articles.
Unfortunately, a significant gap exists in the Nigerian educational system regarding this
competence. Ojo and Olaniyan (2020) point out the phenomenon of the "digital immigrant"
teacher—educators who were trained in an era before the widespread use of computers and who
now exhibit technophobia (the fear of using technology). When teachers lack the confidence or the
technical know-how to operate digital tools, they tend to revert to the traditional "chalk and talk"
methods, thereby rendering whatever ICT facilities available in the school underutilized. Therefore,
assessing teacher competence is a critical first step in understanding why ICT integration succeeds
or fails in public schools.
2.2.3 ICT Tools Relevant to English Language Teaching
The teaching of the English Language involves the development of four core skills: listening,
speaking, reading, and writing. Consequently, the ICT tools required for effective instruction must
cater to these specific linguistic domains. According to Ajayi and Ojo (2021), the integration of
technology in language education moves the classroom away from theoretical explanations of
grammar toward practical language application. The most relevant ICT tools for English
instruction in secondary schools include:
1. Digital Language Laboratories: A language laboratory is an audio-visual installation used as
an aid in modern language teaching. Uche (2019) describes it as the most critical infrastructure for
teaching Oral English. It typically consists of a master console for the teacher and individual
headsets with microphones for the students. This setup allows students to listen to native speakers,
practice pronunciation, and receive immediate feedback without the interference of background
classroom noise. It is highly effective for teaching phonetics, stress, and intonation.
2. Multimedia Projectors and Interactive Whiteboards: These tools have largely replaced the
traditional chalkboard in digitized classrooms. Projectors allow teachers to display textual
materials, educational videos, and PowerPoint presentations to a large class. According to Fafunwa
(2020), multimedia projectors are particularly beneficial for teaching writing skills and reading
comprehension, as the teacher can highlight text, annotate paragraphs in real-time, and engage the
whole class in collaborative editing exercises.
3. The Internet and Educational Software: The internet serves as a massive repository of
authentic language materials. Teachers can access podcasts, digital news articles, and e-books that
expose students to how English is used in real-world contexts. Furthermore, specialized language
learning software (such as Grammarly for writing or various phonetics apps) provides interactive
exercises that allow students to practice grammar and vocabulary at their own pace (Babalola &
Olasunkanmi, 2022).
2.2.4 Pedagogical Benefits of ICT in Teaching English Language
The integration of ICT tools into English Language instruction offers numerous pedagogical
advantages that traditional methods cannot match. One of the primary benefits is the shift from a
teacher-centered classroom to a learner-centered environment. As noted by Eze (2021), when ICT
tools are utilized, the teacher's role transitions from being the sole "dispenser of knowledge" to a
facilitator who guides students as they interact with digital content. This active participation
significantly increases student motivation and engagement.
Secondly, ICT provides access to "authentic materials." Historically, Nigerian students relied
solely on locally published textbooks, which sometimes lacked global context. With internet-
enabled classrooms, students can listen to BBC broadcasts, read international journals, and watch
educational documentaries. Odo and Eze (2021) assert that exposure to such authentic materials
improves students' vocabulary, broadens their worldview, and familiarizes them with different
accents and dialects of the English language.
Finally, the use of ICT caters to diverse learning styles. In a typical public secondary school
classroom, some students are visual learners (who learn best by seeing), while others are auditory
learners (who learn best by hearing). Multimedia tools address both needs simultaneously. For
example, a teacher explaining a complex grammatical rule can use a colorful PowerPoint slide for
the visual learners while playing an accompanying audio explanation for the auditory learners.
This multi-sensory approach ensures that no student is left behind, ultimately leading to improved
academic performance in both internal and external examinations (Adedokun, 2022).
2.3 Theoretical Framework
A theoretical framework provides the bedrock upon which a research study is built. This study is
anchored on a dual theoretical framework to provide a holistic understanding of the problem: The
Constructivist Learning Theory (to establish the pedagogical necessity of ICT) and the Technology
Acceptance Model (to explain the behavioral adoption of these tools by teachers).
2.3.1 Constructivist Learning Theory
The Constructivist theory, championed by scholars like Jean Piaget and Lev Vygotsky, posits that
learning is not a passive receipt of information, but an active process where learners construct new
ideas based on their current and past knowledge. In a traditional "chalk and talk" classroom, the
teacher is the absolute authority dispensing facts, and the student is a passive vessel.
Constructivism argues against this, advocating for a learner-centered environment where students
interact with their learning materials.
In the context of this study, Constructivism justifies the vital importance of ICT tools in the English
Language classroom. According to Olusegun (2015), digital tools such as multimedia projectors,
language software, and internet resources allow students to actively construct their understanding
of grammar, phonetics, and vocabulary. Instead of just hearing a teacher describe how a word
sounds, students can interact with audio-visual software, practice pronunciation, and receive
immediate feedback. Therefore, Constructivism establishes that for effective English instruction
to occur in the 21st century, the integration of interactive ICT tools is a pedagogical necessity, not
a luxury.
2.3.2 Technology Acceptance Model (TAM)
While Constructivism proves why the students need the technology, the Technology Acceptance
Model (TAM) explains whether the teachers will actually use it. Developed by Fred Davis in 1989,
TAM is one of the most widely used theories to explain how users come to accept and use a specific
technology.
TAM dictates that a user's decision to utilize a new technology is determined by two primary
behavioral beliefs:
Perceived Usefulness (PU): The degree to which a teacher believes that using a particular ICT tool
(like a projector or laptop) will enhance their job performance.
Perceived Ease of Use (PEOU): The degree to which a teacher believes that using the ICT tool
will be free from severe physical or mental effort.
In relation to this study, "Perceived Ease of Use" is directly tied to Teacher Competence. If an
English teacher at Ayangburen Senior High School is not digitally literate, they will view
computers and projectors as highly difficult to use (low PEOU). According to Davis (1989), if a
technology is perceived as difficult to use, it will be rejected, regardless of how useful it might be.
2.3.3 Relevance of the Dual Theories to the Study
The combination of Constructivism and TAM perfectly encapsulates the core problem investigated
in this research. Constructivism establishes the baseline that ICT tools are fundamentally important
for modern, student-centered English Language instruction. It proves the value of the digital shift.
However, TAM brings the study back to the reality of the classroom environment. It highlights that
the beautiful ideals of Constructivist learning cannot be achieved if the teacher acts as a bottleneck.
If the teacher lacks the digital competence to operate these tools (low Perceived Ease of Use), their
attitude towards the technology will be negative, leading to underutilization. Therefore, these
theories collectively validate the researcher's focus on measuring teacher competence as the
ultimate deciding factor in the successful utilization of ICT in public secondary schools.
2.4 Review of Empirical Studies
Empirical studies refer to original research conducted by other scholars based on actual
observation, experimentation, and data collection. Reviewing these studies provides insight into
the methodologies used and the findings generated in similar academic inquiries.
2.4.1 Studies on Availability and Utilization of ICT Tools
Adeyemi (2021) conducted a descriptive survey on the "Availability and Utilization of ICT
Facilities in Public Secondary Schools in Lagos State." The study sampled 200 teachers across five
local government areas. Using a structured questionnaire, Adeyemi found that while 70% of the
sampled schools possessed basic ICT infrastructure (such as computer labs supplied by the state
government), the actual utilization rate by teachers was critically low at 25%. The study concluded
that mere availability does not guarantee utilization, citing erratic power supply and lack of
technical support as major barriers. This study is highly relevant to the current research as it
investigates similar variables (availability and utilization) within the same geographical state
(Lagos), although the current study narrows its focus specifically to English Language instruction
in Ikorodu.
2.4.2 Studies on Teacher Competence and Language Instruction
In a related study, Bello and Danjuma (2020) investigated the "Impact of Teachers’ Digital Literacy
on the Academic Performance of Students in Oral English." The researchers utilized a quasi-
experimental design involving 120 senior secondary students and 10 English teachers in Kaduna
State. The teachers were divided into two groups: those with high ICT competence who used
multimedia language software, and those who used the traditional lecture method. The findings
revealed a significant difference in student performance, with the students taught by ICT-
competent teachers scoring 35% higher in phonetic and oral tests. This empirical evidence supports
the current study's hypothesis that teacher competence in ICT has a direct, measurable impact on
the quality of English Language instructional delivery.
2.4.3 Studies on Teacher Attitude and Years of Experience
Okonkwo (2022) explored the "Barriers to ICT Integration among Secondary School Teachers: A
Focus on the Digital Immigrant Phenomenon." The study surveyed 150 teachers to understand
how age and years of teaching experience affected their attitude toward technology. Okonkwo's
findings revealed a negative correlation between years of experience and ICT utilization; older,
highly experienced teachers (with over 15 years in service) exhibited higher levels of technophobia
and reluctance to use projectors or computers compared to newly recruited teachers. The researcher
recommended targeted, age-sensitive ICT training for older staff. This study provides a strong
empirical basis for the third hypothesis of the current research, which seeks to test the relationship
between a teacher's years of experience and their utilization of ICT tools.
2.5 Summary of Literature Review and Gap in Knowledge
The literature reviewed in this chapter has provided a robust conceptual, theoretical, and empirical
foundation for the study. Conceptually, it was established that ICT tools—ranging from multimedia
projectors to internet resources—are indispensable for teaching the core skills of the English
Language (listening, speaking, reading, and writing). Furthermore, the review clarified that
Teacher Competence goes beyond basic computer appreciation; it involves the pedagogical skill
to integrate these digital tools seamlessly into a lesson plan.
Theoretically, the study was anchored on the Constructivist Learning Theory, which justifies the
need for interactive, student-centered digital learning, and the Technology Acceptance Model
(TAM), which explains that teachers will only utilize these tools if they perceive them as easy to
use (competence) and useful.
The empirical review explored past studies that confirmed the positive impact of ICT on student
performance and highlighted the persistent barriers to its utilization, such as poor teacher training
and infrastructural deficits. However, a noticeable gap in knowledge exists. While previous
researchers have broadly studied ICT in Lagos State (Adeyemi, 2021) or focused on English in
other regions (Bello & Danjuma, 2020), there is a scarcity of literature specifically examining the
intersection of English Language teacher competence and ICT utilization within the specific
context of Ikorodu Local Government Area. Furthermore, few studies have tested how a teacher's
years of experience directly influences this dynamic in this specific locale.
Therefore, this current study on Ayangburen Senior High School is perfectly positioned to fill this
geographical and contextual gap in the existing literature.