Assessment of the Integration of ICT in the Teaching of English Language in Federal Government Colleges in the North East Zone

ICT integration in English language teaching enriches learners' exposure to authentic language use and supports differentiated instructional approaches, yet its actualisation in Federal Government Colleges in North East Nigeria remains incompletely documented. This study assessed the level of ICT integration in English Language teaching in Federal Government Colleges in Borno, Gombe, and Bauchi States, North East Nigeria. A descriptive survey design was employed, with questionnaires administered to 90 English language teachers from six FGCs across the three states. Classroom observation checklists supplemented survey data. The instrument assessed ICT tool availability, teacher digital literacy, frequency of ICT-mediated English instruction, and student engagement outcomes. Results showed that language laboratory facilities were available in only 33.3 percent of surveyed FGCs. Internet-enabled devices were present in 55.6 percent of schools but teacher-managed access for English instruction was reported by only 24.4 percent. Digital storytelling, audio-visual comprehension materials, and grammar software were known to 52.2 percent but used in teaching by 16.7 percent. Teachers with higher digital literacy scores showed significantly higher ICT integration rates (r = 0.67, p < 0.05). The study concludes that ICT integration in English Language teaching in North East FGCs is limited by infrastructure gaps and digital literacy deficits. Recommendations include language laboratory equipment provision, teacher digital literacy training, and English-specific ICT resource sharing networks among FGCs. Keywords: ICT integration, English language teaching, Federal Government Colleges, North East Nigeria, digital literacy