Integrating digital games into English language instruction at the senior secondary level in Ondo west, Ondo state

The use of digital games in language instruction has increasingly drawn the interest of researchers, primarily because of their ability to boost student motivation and improve academic performance. This research focuses on utilization of digital games in the teaching of English Language at the senior secondary school level within Ondo West Local Government Area, Ondo State, Nigeria. It specifically examines the level of teacher awareness regarding digital games, the frequency of their application in classroom settings, the obstacles affecting their integration, and educators’ attitudes toward incorporating such tools in English language instruction. Employing a descriptive survey methodology, the study targeted a total of 1,827 teachers, from which a representative sample of 100 English Language teachers was randomly chosen. Data were gathered using a standardized instrument titled Utilization of Digital Games for Teaching English Language in Senior Secondary Schools (UDGTELSSS), which had a reliability coefficient of 0.50. Analysis involved descriptive statistics and the Mann-Whitney U test to assess trends and demographic variations. Results showed that while a considerable number of teachers were knowledgeable about the instructional benefits of digital games, actual implementation within classrooms was notably limited. This underuse was largely linked to issues such as lack of digital infrastructure, insufficient training, and systemic resource shortages. Additionally, the study identified diverse teacher attitudes toward the adoption of digital games, with significant variations observed across gender. Based on these findings, the study advocates for enhanced investment in technological infrastructure, focused capacity-building initiatives, and policy adjustments to support the effective incorporation of digital games into English language curricula in Nigerian secondary education.