SCHOOL OWNERSHIP TYPE AS DETERMINANT OF SENIOR SECONDARY SCHOOL STUDENTS' PERCEPTION OF ICT INTEGRATION INTO ENGLISH LANGUAGE LEARNING

Abstract

The English language is the official language of Nigeria. It is a compulsory subject of study at the primary and secondary levels of education as well as the medium of instruction from the fourth year of primary education to the tertiary level. One would, therefore, expect a high level of proficiency in English language among Nigerians especially those in the senior secondary school. This is not, however, the case as many students perform poorly in English language especially in public examinations. Language education experts have called for a shift from textbook to modern technology in language learning to resolve students' English language problems. But, the effective application of modern technology in language learning will depend on students' perception of it. Therefore, this paper investigated school ownership type as a determinant of senior secondary school students' perception of ICT integration into English language learning. Random sampling procedure was adopted to select two local government areas in Oyo State. Four hundred and eighty students were selected. Validated Likert-type questionnaire was administered on them. Two research questions were answered and analyzed. Results showed that ICT perception was positive and there was no variation in the perception of public and private school students (t-Crit 1.96; t-cal=-243). It was recommended that ICT facilities be integrated into English language learning both in the private and public senior secondary schools.