CHALLENGES FACING EFFECTIVE USE OF ICT IN TEACHING AND LEARNING OF ENGLISH LANGUAGE AMONG SENIOR SECONDARY STUDENTS IN ENUGU NORTH LOCAL GOVERNMENT AREA, ENUGU STATE

TOPIC IS SUITABLE FOR:
1-Department of Education
2-Department of English and Literary Studies
3-Department of Teacher Education
4-Department of Educational Foundations

TOPIC:  CHALLENGES FACING EFFECTIVE USE OF ICT IN TEACHING AND LEARNING OF ENGLISH LANGUAGE AMONG SENIOR SECONDARY STUDENTS IN ENUGU NORTH LOCAL GOVERNMENT AREA, ENUGU STATE

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review
CHAPTER THREE: METHODOLOGY    
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method Of Data Collection 
3.9 Method of Data Analysis
3.10 Ethical Consideration
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.0 Introduction
4.1 Data Presentation    
4.2 Demographic Analysis 
4.3 Analysis of the effect of inadequate ICT infrastructure on the effective use of ICT in teaching English Language in senior secondary schools
4.4 Analysis of the influence of inadequate ICT skills among teachers on the effective use of ICT in teaching English Language in senior secondary schools
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
References
Appendix

ABSTRACT 
This study was carried out to examine the challenges facing effective use of ICT in teaching and learning of English Language among senior secondary students in Enugu North Local Government Area, Enugu State. The study was specifically carried out to examine the effect of inadequate ICT infrastructure on effective use of ICT in teaching English Language in senior secondary schools, assess the influence of inadequate ICT skills among teachers on effective use of ICT in teaching English Language, determine the influence of irregular power supply on effective use of ICT in teaching English Language and examine the influence of limited access to internet facilities on effective use of ICT in teaching English Language in senior secondary schools. The study employed the descriptive survey research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using mean and standard deviation, while hypotheses were tested using Pearson Chi-square statistical tool at 0.05 level of significance with SPSS. A total population of 1,420 English Language students was used before a sample size of 312 was determined using Taro Yamane formula, while 297 validated respondents were used as the final sample size selected through stratified and convenience sampling techniques. From the responses obtained and analyzed, the findings revealed that inadequate ICT infrastructure significantly affects effective use of ICT in teaching English Language at t = 12.84, p = 0.003, r = 0.61. The study also found that inadequate ICT skills among teachers significantly influence ICT usage in teaching English Language at t = 11.92, p = 0.004, r = 0.58. Likewise, irregular power supply significantly affects ICT integration in teaching English Language at t = 13.87, p = 0.002, r = 0.64, while limited access to internet facilities significantly influences effective ICT use at t = 11.48, p = 0.005, r = 0.57. The study therefore recommends that government should provide adequate ICT infrastructure, improve teacher ICT training, ensure stable electricity supply and enhance internet accessibility in secondary schools for effective teaching and learning of English Language.
Keywords: ICT, English Language, Infrastructure, Teachers’ Skills, Power Supply, Internet Access

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
With the fast-paced growth of technology, its impact on human life has been pervasive in all aspects of communication, commerce, healthcare and education. In modern societies, technology has evolved to become a key tool in the acquisition of information, communication and increased productivity. The world has seen the increasing acceptance of technological advancements in education to enhance the learning process and teaching methods in the field of education. Technological advancement has changed the way of doing things in the learning sector as it has made the learning resources accessible and engaging the students (Oladayo (2021). Likewise, Zhang and Yu (2021) claimed that digital technologies had opened up new chances for learning of knowledge and collaborative learning in various learning environments. Kadir (2022) also pointed out that technological tools and integration in education had prompted innovative ways of teaching and learning, and facilitated the quality of learning experiences. The use of technology has been a major consideration in the effective transmission of knowledge and development of skills necessary in a changing global society, as educational environments continue to change.
Information and Communication Technology (ICT) is one of the leading technological advances of the last few years, which have been brought to the forefront in the educational field. ICT is an umbrella term for the various technologies, devices, applications and networks that are used to produce, store, process, access and share information. These technologies encompass computers, internet facilities, multimedia systems, educational software, projectors, mobile devices and communication platforms for instructional purposes. This has arisen from the importance of ICT in education; it has been used to boost access to information and interaction between teachers and learners. Aremu et al. (2024) noted that ICT has become a valuable educational tool which aided in innovative teaching and learning. Further, Akindele et al. (2023) added that the use of ICT had enhanced the instructional delivery as it allows teachers to employ various kinds of instructional materials and media. Oguejiofor and Obidile (2023) also reiterated the fact that the use of ICTs has expanded educational opportunities, enabling learners to access a wide range of academic resources, and provide interactive learning environment. Thus, it is no surprise that today, ICT is an integral part of the contemporary educational systems and instructional processes.
The application of Information and Communication Technology (ICT) in the education has greatly affected the teaching and learning of English Language. The strategic position of English Language in Nigeria's educational system stems from its status as the language of instruction in schools and its role in communication in social (including religious) situations, as well as in the academic and work environments. In the teaching and learning of English Language it involves the development of linguistic skills including listening, speaking, reading and writing skills. ICT has brought innovative ways that can support language learning such as using multimedia, digital resources, language learning applications and online communication platforms. Ukpe (2023) had earlier reported that ICT has enriched English Language instruction as the learners have been exposed to various language experiences and interactive learning. Garba (2025) stated that the use of technology in the teaching of language skills had improved students' engagement and grasp of language concepts. Similarly, Kwoku et al. (2025) reported that the use of ICT has helped students improve their language skills, as it allows them to access authentic materials and engage in active learning. Sulaiman et al. (2025) also elaborated that the introduction of ICT in the field of English Language education had enhanced the effectiveness of teaching and learning, thus providing the opportunities for language development among students.
The significance of ICT in English Language education has created an interest in the study of its use in particular education contexts. This is a vital phase in the learning journey of a student as in secondary school, especially in senior secondary level, the learner should reach the high level of English Language skills that will enable his or her academic journey to proceed and take external examinations. Educational stakeholders in Nigeria have increasingly realized that the incorporation of ICT in the classroom can be used to improve the learning outcomes and consequently to development education; hence, the need to incorporate them. According to Sabani et al., (2025) the use of ICT in secondary schools was an important factor in improving education. In the same vein, Oguejiofor and Obidile (2023) indicated that education institutions had continued to seek technology supported teaching practices that can enhance the effectiveness of teaching and students' learning experience. In this educational context, Enugu North Local Government Area of Enugu State offers a conducive environment to explore the effective use of Information and Communication Technology, (ICT) in the teaching and learning of English Language in senior secondary schools. It is important to understand the dynamics of the use of ICTs in this context as it will help to enrich knowledge on the use of technology in language teaching and learning and its impact on the current language education in secondary schools.

1.2 Statement of the Problem
Information and Communication Technology (ICT) has been integrated in education and continues to be a major focus in discussions in contemporary education with its potential to improve the effectiveness of teaching and learning. Over the last few years, education systems have turned their eyes towards digital tools to enhance the delivery of education and to make available the sources of knowledge. Oladayo (2021) pointed out that the use of ICT in education had led to increased learning engagement and flexibility in instruction while Zhang and Yu (2021) stressed its use in creating interactive and student-centered learning environment. However, the effective use of ICTs in subjects especially in language learning and teaching is an area of concern. This is because technological tools do not necessarily lead to improved instructional practices and therefore the use of these tools in schools needs to be examined.
However, in the current context, many learning environments are required to use ICT to facilitate the teaching and learning of English Language; but in reality, ICT use is not as effective as expected. English Language teaching needs to be interactive and based on multimedia with the aim of improving learners' ability in listening, speaking, reading and writing. To this end, Aremu et al. (2024) identified the potential of ICTs to enhance the delivery of instruction if used appropriately, and Kadir (2022) pointed out that the integration of technology in education could revolutionize the traditional way of teaching to more interesting learning experiences. The use of ICTs should be regularly used in English Language classrooms to encourage learner participation and enhance their academic performance. But, there was a gap between the desired level of ICT integration and the actual level of ICT integration in the classroom, especially at the senior secondary schools in Enugu North Local Government Area.
Thus, the primary issue at hand in this study is the uncertainty of how to make the ICTs effective in the teaching and learning of the English Language by the senior secondary students of Enugu North Local Government Area of Enugu State. In the field of education, it is expected that the use of ICT tools will be more effective in teaching language and improving students' learning outcomes, but the use of ICT tools is not known to be uniform and sufficient in many educational settings. Ukpe (2023) and Garba (2025) reported the potential of ICT to enhance language learning if it is well implemented but the extent to which it is being applied is not clear in some contexts. This is a gap between expectation and practice which has to be questioned about how much benefits it brings to the students when teaching and learning with support of ICT. The study aims at filling this void by identifying the problems which hinder effective use of the ICTs and offer suggestions that could help for better use of the ICTs in teaching-learning process in the study area.
1.3 Objectives of the Study
The main purpose of this study is to examine challenges facing effective use of ICT in teaching and learning of English Language among senior secondary students in Enugu North Local Government Area, Enugu State. The specific objectives of the study seek:
1.Examine the effect of inadequate ICT infrastructure on the effective use of ICT in teaching English Language in senior secondary schools
2.Assess the influence of inadequate ICT skills among teachers on the effective use of ICT in teaching English Language in senior secondary schools
3.Assess the influence of irregular power supply on the effective use of ICT in teaching English Language in senior secondary schools
4.Assess the influence of limited access to internet facilities on the effective use of ICT in teaching English Language in senior secondary schools
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Statement of the Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms 

CHAPTER TWO
REVIEW OF LITERATURE  (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of ICT, the concept of teaching and learning of English Language, the use of ICT in teaching and learning of English Language, challenges facing the effective use of ICT, and the benefits of ICT in teaching and learning of English Language among senior secondary students. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
METHODOLOGY (Preview)
Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprised English Language students in selected senior secondary schools in Enugu North Local Government Area, Enugu State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 312 participants.
Sampling Technique: The study employed a multi-stage sampling technique to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Chi-square, were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that inadequate ICT infrastructure significantly affects the effective use of ICT in teaching English Language in senior secondary schools in Enugu North Local Government Area, as evidenced by mean scores ranging from 3.47 to 3.63, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.61, t-value of 12.84, and p-value of 0.003 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that inadequate ICT skills among teachers significantly influence the effective use of ICT in teaching English Language, as evidenced by mean scores ranging from 3.52 to 3.66, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.58, t-value of 11.92, and p-value of 0.004 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that irregular power supply significantly influences the effective use of ICT in teaching English Language, as evidenced by mean scores ranging from 3.53 to 3.69, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.64, t-value of 13.87, and p-value of 0.002 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that limited access to internet facilities significantly influences the effective use of ICT in teaching English Language, as evidenced by mean scores ranging from 3.54 to 3.61, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.57, t-value of 11.48, and p-value of 0.005 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies

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