Utilization of Digital Games for Teaching English Language in Junior Secondary Schools in Ondo West Local Government in Ondo State

Abstract

The integration of digital games in language education has garnered increasing attention due to their potential to enhance student engagement and learning outcomes. This study examines the utilisation of digital games for teaching English Language in Junior Secondary Schools in Ondo West Local Government Area in Ondo state. The study evaluated teachers' awareness of digital games for teaching English in junior secondary schools, the extent of digital game usage, challenges hindering their integration, and teachers' attitudes toward their adoption in English language teaching. A descriptive survey research design was employed.  The population comprised 1827 teachers. The sample consisted of 100 English language teachers selected through a simple random sampling technique. Data were collected using a structured questionnaire titled “Awareness and Utilisation of Digital Games for Teaching English Language in Junior Secondary Schools" (AUDGTELJSS) with a reliability coefficient of 0.80. The data collected were analysed using descriptive statistics and the Mann-Whitney U test. The findings reveal that while teachers are highly aware of the benefits of digital games, their actual utilisation remains low, primarily due to resource constraints, inadequate training, and infrastructural limitations. Teachers exhibit different attitudes towards the adoption of digital games, and there are significant gender-based differences in attitude. The study recommends increased investment in digital infrastructure, targeted professional development programmes, and policy reforms to facilitate the effective integration of game-based learning in English language instruction.