Educational Technology and Innovation in English Language Pedagogy in Nigeria: A Review of Inhibiting Factors

Abstract

It is a common knowledge that the advent of educational technology has revolutionized pedagogical approaches across disciplines, particularly in language education. In English Language pedagogy, digital tools and innovations promise enhanced learner engagement, personalized instruction, and multimodal communicative competence. However, the adoption and effective utilization of these innovations remain limited in many educational contexts,

especially in developing countries such as Nigeria. In view of this situation, this paper investigates the key impediments to the implementation of educational technology in English language pedagogy. Using a qualitative, thematic approach based on literature synthesis and field observations, the paper identifies several categories of inhibitions which are: infrastructural limitations, teacher resistance and incompetence, policy and curriculum rigidity, socio-economic and cultural barriers, as well as language-specific issues as central challenges. In conclusion, this paper recommends context-responsive strategies that could bridge the digital divide and ensure that technological innovation translates into pedagogical advancement and overall educational development.