Integrating Technology into English Language Curriculum Design: Trends, Benefits and Challenges in the Nigerian Context

Abstract

This study investigates the integration of technology into the English language curriculum in Nigeria, focusing on emerging trends, benefits, and challenges. At the turn of the 21st century, information and communication technologies (ICTs) have become essential tools for enhancing teaching, learning, assessment, and curriculum development across the world. Notably, technology integration has advanced through approaches such as Mobile-Assisted Language Learning (MALL). However, despite the global shift toward technologically enriched education, the effective incorporation of digital tools into the English language curriculum in Nigeria remains inadequate and inconsistent. This gap is largely attributed to infrastructural deficiencies, insufficient teacher training, and limited incentives that hinder the adoption of ICT-based instructional practices. This study is anchored on the Technological Pedagogical and Content Knowledge (TPACK) framework, which aligns with its aim of examining the trends, benefits, and challenges associated with technology integration in English language education. A qualitative research design was employed, utilizing interviews, Focus Group Discussions (FGDs), and document analysis. Findings reveal that although the integration of technology is becoming more widespread, it is still uneven across schools. The study concludes that effective integration requires stronger alignment among curriculum developers, teacher professional development initiatives, and supportive policy frameworks. It recommends increased funding and infrastructural investment to enable full and equitable integration of technology in English language education.