Technology Integration in English Language Instruction in Nigerian Secondary Schools: A Focus on Student Engagement and Proficiency

Abstract

The integration of modern technology in English language education has become increasingly prevalent globally, yet its adoption and effectiveness in developing contexts like Nigeria remain underexplored. This study investigates the impact of modern technology on student engagement and English language proficiency in Nigerian secondary schools, focusing on Dutsinma, Funtua, and Katsina Local Government Areas in Katsina State. Employing a mixed methods research design, the study gathered quantitative data through surveys and qualitative insights through interviews with 200 students, 50 teachers, and 20 administrators across multiple schools. Grounded in Technology Enhanced Language Learning (TELL) and Technology Acceptance Model (TAM) frameworks, the research examined the effects of technology on student engagement and language proficiency, as well as challenges faced in implementation. Findings reveal that while modern technology positively impacts student engagement and facilitates comprehension of the English language, its effectiveness is constrained by infrastructure limitations, inadequate teacher training, inconsistent electricity supply, and limited access to digital resources. Despite these barriers, teachers and students express a strong desire for greater technological integration, recognizing its value in making language learning more accessible and interactive. The study provides valuable recommendations for policymakers, school administrators, and educators aiming to optimize digital resources in language instruction.