Integrating Digital Literacy into English Language Teacher Training Programs: Best Practices and Challenges

Abstract

This study investigates the integration of digital literacy into English language teacher training programs in Awka North, Nigeria. A stratified random sampling technique was employed to select 20 schools representing various types (public and private) and educational levels (primary and secondary) within the locality. Data were collected through structured questionnaires distributed to teachers and educators, with 700 questionnaires distributed and 681 retrieved, yielding a response rate of 97.3%. Quantitative analysis using descriptive statistics was conducted using the Statistical Package for the Social Sciences (SPSS) software. The findings indicate mixed perceptions regarding the existing strategies and methods for integrating digital literacy, with respondents highlighting strengths such as hands-on experience opportunities but also identifying challenges such as limited access to resources. Based on the findings, recommendations are proposed to enhance digital literacy integration, including comprehensive training programs, ongoing support, addressing resource limitations, and implementing practical recommendations. In conclusion, the study underscores the importance of adopting a holistic approach to digital literacy integration in teacher training programs to ensure educators are adequately equipped to navigate the complexities of the digital age and effectively prepare students for success in the modern world.