Impacts of the Use of ICT in English Language Pedagogy in English Language Department in University of Jos, Jos Plateau State, Nigeria

Abstract

The purpose of the study was to establish the Impacts of the Use of Information Communication Technology on English Language Pedagogy in University of Jos.  This study adopted a mixed approach; both quantitative and qualitative methods were used to collect data. The study targeted 200level and 300level students totaling 2,851, 82 teachers of English, as well as one Information Technology Officer (ITO).  The researchers sampled 285students out of 2,851 and 82 teachers. The researchers used both descriptive and inferential statistics regression analysis to establish the relationship between the independent and dependent variables of the study. The study established that most students in study area enjoy computer assisted lessons.   ICT influence learning of English skills in reading, writing, speaking, listening thereby improving vocabulary. The study is comprehensive hence it x-rayed teachers' perspective on impact of use of ICT in English Language pedagogy with empirical evidence depicting white students use of ICT and results in a similar study.   It reveals ICT as critical tool to pedagogy of English as a subject, stating its important resource and most effective when embedded in the curriculum and integrated into units of work.  The key recommendations for the study were that there is a need for teachers to be well trained to enable integration of ICT on pedagogy of not only English Language but other subjects. The government should enhance the TETFUND and NUC towards enabling more universities access ICT infrastructure since it is the major challenges among the tertiary institutions and that there is need to examine other factors affecting adoption of ICT like lack of support from the community and understaffing.