<![CDATA[Abstract Despite growing interest in Information and Communication Technology (ICT) integration in English language education, there remains a significant gap in understanding how specific ICT tools impact pedagogical effectiveness in Nigerian secondary schools. This study addresses this gap by providing empirical evidence on the extent and nature of ICT usage in English classrooms, focusing on its influence on student engagement and language acquisition. Using a mixed-methods approach, data were collected from 150 secondary school teachers and 300 students across three states. Quantitative analysis reveals that 78% of teachers incorporate ICT tools regularly, resulting in a 25% increase in student participation and a 15% improvement in language proficiency scores compared to non-ICT classrooms. However, 65% of educators report infrastructural limitations and insufficient training as major barriers. These findings underscore the need for targeted policy interventions to enhance ICT infrastructure and professional development programs. By highlighting both the benefits and challenges of ICT integration, this research informs policymakers and educational stakeholders on strategies to optimize technology use, ultimately contributing to improved English language teaching outcomes in Nigeria.]]>
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