Leveraging Digital Tools to Enhance Vocabulary Instruction in South-South Nigerian English as a Second Language (ESL) Secondary Schools

Patricia Nneka Ogbuehi

doi:10.32890/mjoal2025.3.3

Authors

Patricia Nneka Ogbuehi Department of English and Literary Studies, Admiralty University of Nigeria, Ibusa, Delta State, Nigeria

DOI:

https://doi.org/10.32890/mjoal2025.3.3

Keywords:

Digital technology, instructional materials, vocabulary development, software program, English as second language

Abstract

This study investigates the extent to which digital technology is strategically incorporated in English language classes in South-South States in Nigeria to enhance vocabulary learning. English as a second language (ESL) teachers often encounter challenges such as low student engagement, lack of motivation, and insufficient resources in vocabulary instruction. To address these issues, teachers need to stimulate their students' interest by using technology to encourage and foster a positive attitude and motivation towards vocabulary learning. This study is hinged on Modern educational technology theory. A quantitative research approach was adopted, with data analyzed using statistical tables and simple percentages. Data were drawn from government, missionary, and private secondary schools, and involved 40 English language teachers who completed a questionnaire and a structured interview. The findings revealed that digital technologies such as computers and internet connectivity are available in schools but are rarely deployed for teaching vocabulary in English language classes. Additionally, most English language laboratories are not functional, and many language teachers are not familiar with internet software programs designed for vocabulary teaching. The common technological method teachers resort to is the use of projectors to display downloaded pictures and videos from the internet to engage their students in the classroom. Even with this method, the lack of steady internet connectivity poses a significant challenge. The study concludes that for students to develop a keen interest in vocabulary learning in this age of technological advancement, teachers need to become familiar with software programs and online educational sites that complement their efforts in vocabulary instruction. The study recommends continuous workshops and seminars to train teachers on the latest educational software that can support their classroom efforts with regard to vocabulary development.

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