The integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) has transformed pedagogical approaches, offering innovative tools such as mobile-assisted learning, AI-driven platforms, and interactive digital resources. This study examines the role of ICT in ELT through a mixed-methods approach, combining bibliometric analysis of 1,677 peer-reviewed articles (2010–2024) and qualitative case studies from Nigeria. Findings reveal that ICT enhances language acquisition, particularly in vocabulary (effect size d = 0.85), speaking (d = 0.72), writing (d = 0.68), and listening (d = 0.59), while fostering engagement and personalized learning. However, challenges such as infrastructural deficits (e.g., 68% of Nigerian educators face poor internet access), teacher digital literacy gaps, and ethical concerns (e.g., data privacy, AI accuracy) hinder equitable implementation. Regional disparities highlight the need for context-specific strategies, including blended learning models and policy reforms to support underserved areas. The study underscores the importance of balancing technological innovation with pedagogical integrity, calling for collaborative efforts among educators, policymakers, and researchers to optimize ICT’s potential in ELT.
Abdulkarim Garba (Tue,) studied this question.