Digital Literacies and English Language Teaching: Challenges and Opportunities for Nigerian Teachers

Abstract

This study explores the integration of digital literacies into English language teaching (ELT) in Nigeria, a low-resource context. Despite the recognised benefits of digital literacies, their adoption in ELT remains inconsistent due to structural, infrastructural, and pedagogical challenges. The research investigates the barriers and opportunities influencing Nigerian teachers' incorporation of digital literacies in ELT classrooms, using a mixed-methods approach. The study is grounded in the Digital Literacies Framework and the Technological Pedagogical Content Knowledge (TPACK) model. The findings reveal that while teachers are aware of the benefits of digital literacies, practical integration is constrained by inadequate infrastructure, insufficient technical support, and low confidence in digital skills. However, teachers have reported creative uses of low-bandwidth tools to stimulate learner participation and extend practice beyond the classroom. The study highlights the dynamic interplay between systemic limitations and teacher agency, demonstrating that committed educators can find adaptive strategies to merge pedagogical goals with available technological resources. The study concludes with practical recommendations for policymakers, teacher educators, and school administrators, including targeted professional development programmes, clear national guidelines for digital and AI integration, and context-responsive programme designs. These recommendations aim to promote digital inclusion and equitable access to quality education in low-resource settings. The study extends current scholarship on digital literacy in low-resource settings and provides insights into the challenges and opportunities of integrating digital literacies into ELT in Nigeria.