Students' Perceptions and Utilization of Emerging Digital Technologies in English Language Learning in Private Senior Secondary Schools in Rivers State
TL;DR
The study concluded that digital technology adoption is high but varies across language domains, and recommended greater integration of audio visual and oral digital tools into English language instruction.
Abstract
This study examined students’ perceptions and utilization of emerging digital technologies in English language learning in private senior secondary schools in Port Harcourt Metropolis, Rivers State, Nigeria. A descriptive survey design employing a mixed-methods approach was adopted to investigate the extent of digital technology use, perceived effectiveness, and challenges encountered by students. The population comprised 8,500 students, from which 120 Senior Secondary II (SS II) and Senior Secondary III (SS III) students, comprising 58 males and 62 females, were selected using purposive and stratified random sampling techniques. Data were collected using the validated Students’ Utilization and Perceptions of Digital Technologies Questionnaire (SUPDTQ), which had a Cronbach’s alpha reliability coefficient of 0.84, alongside qualitative focus group discussions (FGDs). Data were analyzed using mean, standard deviation, and independent-samples t-test at the 0.05 significance level. Findings showed that students reported a high level of utilization of emerging digital technologies overall (x̄ = 2.87), particularly AI grammar checkers and digital writing assistants. The study concluded that digital technology adoption is high but varies across language domains. It recommended greater integration of audio visual and oral digital tools into English language instruction.