
































SECTION J: EDUCATIONAL INSIGHTS



40.

Tech-Proficiency and Utilization of Web-Based Teaching System among English and
Linguistics Lecturers of State Universities in South-South Region of Nigeria

Omonigho Josephine Akporokah

Abstract

This study investigates Tech-Proficiency and Utilization of Web-Based Teaching System among
English and Linguistics Lecturers of State Universities in South-South Region, Nigeria. A
descriptive survey design was adopted for the study. The entire population of 113 was used for
the study. The instrument used for the study was researcher generated scale, titled Technology
proficiency and Utilization of Web base Teaching Tools Questionnaire. The instrument was
validated by 10 experts and had a content validity index of 0.99 and a reliability index of 0.93.
The researcher administered a total of 113 copies of the instrument and retrieved 105
representing a return rate of 92.92% and the 105 returned questionnaire were analysed with
percentage. The result from the data analysis revealed that the technological proficiency of the
lecturers were poor with the aggregate of 16.1% of the lecturers having high tech-proficiency
(very efficient), 27% were moderately proficient and more than half of the lecturers (56.9%)
were not proficient in using web base teaching tools. Also, it was found that the level of
utilization of web base teaching tools among the lecturers was poor. (5.7%) of the lecturers have
consistently utilized the above mentioned WBTT in teaching the students. Hence, it
recommended among other suggestions that government and educational stakeholders should
design and implement Web base teaching tools training, workshop and conference for lecturers
in order to assist lecturers improve their technological skills and gain better knowledge and
awareness of the various web base teaching tools.

Keywords: Linguistics, tech-proficiency, web-based, teaching, universities



Introduction

Among the many fields that have come to recognise the importance of "technology" in the
twenty-first century is education. This is because in many nations, technology has replaced
traditional means of communication as the primary means through which information travels.
People's ways of thinking, working, and living have been profoundly impacted by the
technological advancements that have become commonplace in modern civilization
(Ghavifekr&Rosdy, 2015). Therefore, educational institutions that are responsible for training
students to effectively perform in "a knowledge-based society" should seriously consider
incorporating ICT into the instructional practices that they employ (Ghavifekr, Afshari&Amla
Salleh, 2012).

In the subject of education, the practice of incorporating computer-based communication into the
regular educational process is known as "Information, Communication, and Technology
Integration" (ICTI). Educators are seen as pivotal figures when it comes to preparing students for
the modern digital age through the use of information and communication technology (ICT) in
their daily classes. This is because ICT has the potential of creating a classroom that is both
interactive and responsive to students' needs (Arnseth&Hatlevik, 2012). When we talk about the
benefits of networking learning communities to address the problems given by globalisation in
the present day, we are not just referring to the advantages of improving and increasing the
quality, accessibility, and cost-efficiency of the delivery of instruction to students (Albirini, 2006,
p.6). In order to adequately support teaching and learning and information resources, the
adoption of new ICTs is not a one-time event but rather a series of ongoing and continual efforts
(Young, 2003). One of the recent breakthrough in ICTI is Web base teaching tools.

Web based teaching tools (WBTT) is an internet mediated teaching approach that allows
students and teachers to break lines of communication without physical convergence. According
to Levy (2017), WBTT is a form of computer-based education, in which students need access to
the internet for the purpose of sharing and discussing course materials. This style of teaching
derives from the idea of distance learning because it typically does not involve instructor-learner
or trainee-instructor face-to-face meetings (Tampere University of Technology, 2007). The
WBTT is made possible today through a plethora World Wide Web (WWW) networks such as
Google meet, Microsoft team, Zoom meeting, twitter and Facebook. However, Google meet,
Microsoft team, and zoom has been the most utilized by educators (Ramirez, 2022).

WBTT is growing in popularity as more and more people acquire access to the internet and
realise that its ability for bidirectional information flow makes it a perfect environment for a
teaching and learning. However, according to Ramirez (2022), the explosion of interest in
WBTT was spurred by COVID-19. He went further to posit that technology giants such as
microsite creativity in building plat that make video conferencing seamless were responsible for

1



the quick adoption of WBTT. The internet is employed as a vehicle for the provision of
educational content, there are countless options for involvement both among students and with
the educational system itself. Most e-learning courses focus on making the most of these kinds of
features to help students learn and remember information better.

Undoubtedly, WBTT has improved educational system. The usage of WBTT makes it
possible for education to be more personally fulfilling and relevant to students (Finger &
Trinidad, 2002). On the other hand, students will benefit from the integration of ICT in situations
in which they are not constrained by the prescribed curriculum and available materials, but rather
in situations in which they can participate in technology-based learning activities that are
intended to arouse their curiosity and interest in the topic at hand. In addition to this, it is
designed to assist teachers in the process of creating engaging and interactive classes for their
pupils. It has been demonstrated that incorporating ICT into teaching environments results in
improved instruction, which in turn leads to more engaged and successful students (Finger &
Trinidad, 2002; Jorge et al., 2003; Young, 2003; Jamieson-Procter et al., 2013).

Hermans, Tondeur, Van-Braak, and Valcke (2008) identified the stages of integration,
augmentation, and complementing as the three key stages for information and communication
technology (ICT) to be highly regarded and considered by the instructors. WBTT is a strategy
that is becoming increasingly popular among educators as a means of assisting students in the
process of learning and becoming proficient in complex ideas and skills. The utilisation of
WBTT is at the core of the "improvement technique," which places an emphasis on the topic that
was just discussed. For example, Microsoft PowerPoint can be used to present the topic in a very
original and unique way, so opening the floor for discussion and allowing ideas to flow freely. A
complementary method is one that makes use of ICT tools and resources to augment and
reinforce what pupils already know. Because students can acquire their notes from a computer,
send in their work via email from home (as long as they do so on time), and read up on material
from other web sources to complete the assignment, this strategy enables students to be more
productive (Hermans et al., 2008).

However, transition to WBTT has not been smooth in developing countries as obtainable in
developed countries. The schools in Africa, especially, public schools are finding it very difficult
to acculturate WBTT. Ghavifekr, and Rosdy (2015) found out that majority of tertiary institution
lecturers are yet to be skilled in the use of WBTT. Nordin and Allias (2021) discovered that most
university faculties have not fully implemented the use of WBTT due to lectures difficulties in
utilization of the tools, poor technical condition, insufficient ICT facilities, resources and
equipment, power failure and lack of high speed internet access.

Utilization is the ability to use or put things into use for its essence. Hence, the utilization of
WBTT is the ability of lecturers or teachers to apply interned mediated learning platforms in
teaching and learning process. Nordin and Allias (2021) also agree that utilization WBTTis
practical applications of Microsoft team, zoom, Google meeting and others in teaching and



learning. Ukegbu and Ebeniza (2015) hold that a low utilization of WBTT in Nigeria. However,
science inclined lecturers were utilizes the WBTTthan any other sets of lecturers (Nordin&Allias,
2021).

For lecturers to utilize WBTT effectively and efficiently, they must be proficient in the ICT tools
such as constructing interactive power point, understanding how to share slides, manage video
conferencing among others. These skills are collectively regarded as technological proficiency
(Tech-Proficiency). Tech-Proficiency is the ability to use technology to communicate effectively
and professionally, organize information, produce high-quality products, and enhance thinking
skills (Clifford, 2022).Based on this explanation, there is acongruence between education and
technology as productivity and efficiency can both be improved through proper integration.
Nevertheless, most lecturers in Nigeria, delta state inclusive are still struggling to grapple with
the necessary skills that ensure effective integration of ICT into education. Nwani et al. (2022)
note that the tech-proficiency of lecturers in Enugu is low. Prensky (2012) pointed out that
difficulty in teaching present generation of students is their new emersion in digitized system
which the teachers “digital migrants or visitors” are not yet fully acquainted with.

The South-South region of Nigeria consists of six states. Each of these states has one State
University except for Edo and Rivers States that have two state owned universities. The states
include Akwa Ibom State, Bayelsa State, Cross Rivers State, Delta State, Edo State, and Rivers
State. There are eight state Universities in the South South region which include: Akwa Ibom
State University, Uyo, Ambrose Alli University, Ekpoma, Delta State University, Abraka, Edo
State University, Uzairue,Niger Delta University, Amassoma, Ignatius Ajuru University of
Education, Rumuolumeni, Rivers State University, Nkpolu-Oroworukwo, and University of
Cross Rivers, Calabar. All the university have a department that offers English and language
studies except Akwa Ibom State University, Uyo. Hence, seven state universities were included
in the study. The universities offer English language and literature courses and have evolved into
a powerful citadel of learning in Nigeria. However, what remains unclear is whether the lecturers
have efficiently integrated ICT tools into the teaching and learning process. Also, it is unclear
how proficient the lecturers are in the use of ICT tools especially those offered through WWW.

Furthermore, extensive literature search revealed a paucity in literature on the WBTTutilization
and Tech-Proficiency of Nigeria university lecturers. The little existing literature focused on
Web-based tools and instructional delivery in selected secondary schools in Owerri education
zone 1, IMO state (Ukegbu&Ebeniza, 2015), challenges of teaching digitized generation of
students (Oriji&Torunarigha, 2019), Information Technology and Information Systems IT/IS
Usage between Students and Faculty of Nigerian Universities (Oluebube et al., 2013) and
Student-Teachers Readiness and Attitude Towards Utilization of ICT in Studying Business
Education in Delta State, Nigeria (Onajite, 2022). However, none of the aforementioned studies
specifically examines the utilization and tech-proficiency of web-based teaching system among
English and linguistic studies lecturers in state Universities in South-South region, Nigeria. The
nexus of the present study. This study investigatestech-proficiency and utilization of web-based



teaching system among English andlinguistics lecturers in state universities in South -South
Region of Nigeria.

Objectives of the Study

The present study is therefore set to investigate the utilization and tech-proficiency of web-based
teaching system among English andlinguistics lecturers in state Universities in South-South
Region of Nigeria. Specifically, two objectives were addressed:

1. To determine the Tech-proficiency of lecturers in English and linguisticsin state
Universities in South-South Region, Nigeria;

2. To ascertain the level of utilization of Web-Base Teaching Tools of English
andlinguistics lecturers in state Universities in South-South Region, Nigeria.

Conceptual Discourse

Many scholars have attempted to define "utilization," but it is challenging to arrive at a
universally applicable definition (Petersen, 2007; Simbulan, 2007). An overly narrow concept of
utilization, according to Nielsen (1993, 2000), can hinder the development of educational
software and WBTT. To allow for more time and energy to be spent on actual learning, rather
than just dealing with the software itself, technical utilization seeks to reduce the mental strain
caused by that learning's interface. On the other hand, the majority of traditional utilization
concerns the educational process and the practicality of pedagogical software, including the
requirements of uniformity, learner satisfaction, fewest possible clicks and the least possible
strain on the user's memory (Nielsen, 1993; Scheidermann, 1998). Therefore, the concept of
utilization needs to be expanded to include concerns that are central to education. Differences
and similarities across learning theories are highlighted by studies in the field (Lin & Hsieh
2001). However, a variety of learning theories are used in K-12 and higher education settings.

The capacity to use or make use of things for what they are at their core constitutes utilisation.
As a result, the utilisation of WBTT refers to the capacity of lecturers or teachers to incorporate
internet-mediated learning platforms into the process of instructional delivery. Additionally,
Nordin and Allias (2021) came to the conclusion that use WBTT refers to the actual, hands-on
applications of software like Microsoft Team, Zoom, Google Meeting, and others in the
classroom. Ukegbu and Ebeniza (2015) discovered that Nigeria has a relatively low use rate of
WBTT. However, teachers with a scientific bent were more likely to use the WBTT than
academics from any other category (Nordin&Allias, 2021).

Educational videos, sensory stimulation, data storage, database use, guided exploration,
brainstorming, music, and the World Wide Web (www) are just a few examples of how
technology-based teaching and learning may enrich the educational experience (Finger &
Trinidad, 2002). On the other hand, students will gain from ICT integration in situations where



they are not constrained by the prescribed curriculum and available materials, but rather where
the emphasis is placed on experiential learning through the use of technological tools. It also
provides assistance to educators in developing engaging and interactive lessons for their students.
Researchers have found that when ICT is used in the classroom, students' active learning skills
improve and the learning process as a whole benefits (Finger & Trinidad, 2002; Jorge et al., 2003;
Young, 2003; Jamieson-Procter et al., 2013).

Tech-proficiency refers to the ability to use technology in a way that allows one to communicate
clearly and in a professional manner, to organise information, to generate high-quality goods,
and to improve one's thinking skills (Clifford, 2022). According to this explanation, there is a lot
of congruence between education and technology due to the fact that proper integration can
improve both productivity and efficiency. Despite this, the majority of lecturers in Nigeria,
including those in the state of Delta, are still grappling with the necessary skills that ensure an
effective integration of ICT into education. According to Nwani et al. (2022), the level of
technological expertise of Enugu's lecturers is quite low. This can be partially explained by the
fact that the majority of today's lecturers are digital natives or second-generation internet users.
According to Prensky (2012), one of the challenges of teaching students of the current generation
is that they have recently become immersed in a digitised system, while their teachers, who are
referred to as "digital migrants or visitors," are not yet completely familiar with this system.

University lecturers are allowed to employ whatever pedagogical methods and learning theories
they and their students find most effective. Still, instructors need to consider the context of each
class when determining the best method of instruction to use (Karagiorgi&Symeou, 2005).
Lecturers, however, should keep in mind that WBTT are more student-centered than other
approaches (John & Sutherland, 2009). WBTT design, especially at the tertiary level, involves an
adaption of a constructivist platform and the incorporation of pedagogical utilization difficulties
in order to obtain maximum learning benefits.



Figure1: Process of WBTT utilization in Education

Figure 2: conceptual op

generationalization of variables

Figure 2 illustrates the various technical skills and pedagogical skills lecturers need to have in
order to effectively utilize WBTT. First, it was established that Tech-proficiency and
pedagogical skills harnesses each other. Secondly, efficient combination of Tech-proficiency and
pedagogical skills gives lecturers the ability to utilize the WBTT efficiently which then leads to
an improve learning experience both for students and lecturers

Theoretical Framework

This study is built on the organizational adaptation theory (OAT). These theory was not
propounded by any single individual, rather it was theory that sprang up from a series of studies
on the interplay between environment and organizational performance. Notably, there were
foundational studies that gave light to OAT. The first was the study of Chandler Alfred D. in
1962. Another crucial study that brought OAT to limelight were Cyert and March (1963) study
on “Organizational behavioural theories” and Lawrence and Lorsch (1967) that investigate the
concept of “Fit” between organizational sub-environment and their administrative structure. In
all of these studies and their various arguments, the bottom point was that every organization, in
whole or just in part, will transform their structures or procedures to cope with a changing
environment, such as a shifting economic landscape, new legislation impacting their field, new
technology or advancement in existing ones or the introduction of a new parent organization.

The Organizational Adaptation theory offers a clear explanation on the need for every
organization to adjust their modus Operandi to suit trends in the industry (Sarta, Durand &

Tech-Proficiency

Basic computer
application,
Advanced computer
application,
Graphic design,
Power point design,
video creation
Internet Surfing and
virtual engagement

PEDAGOGICAL SKILLS

Content development
Learner control,
learning activity,
collaborative learning,
Motivation, flexibility,
and feedback.

Effective Utilization
of WBTT

Utilization

Improved
educational
experience



Vergne, 2021). Educational industry is not an exception as technological advancement has
opened up another form of classrooms design and management that allows remote learning and
virtual interaction. Hence, it behoves on lecturers across all universities to brace up and improve
their tech skills in order to remain relevant and effective in the reaching and learning
environment as changes in methodology and students’ characteristics demands. In this regard,
this study argues that lecturers Tech-Proficiency will determine their utilization of WBTT.
Hence, the conceptual framework illustrated above.

Empirical studies on WBTT utilization and Tech-Proficiency

Teachers' perceptions of the usefulness of technology in the classroom were analysed by
Ghavifekr and Wan Rosdy (2015). One hundred and one educators from 10 different Kuala
Lumpur, Malaysia, public secondary schools were given a survey questionnaire at random. SPSS
was used to do both descriptive and inferential analyses on the quantitative data. According to
the findings, incorporating ICT into the classroom greatly benefits educators and students alike.
One of the primary determinants in the success of technology-based teaching and learning is
instructors' well-equipped preparation with ICT tools and facilities, as evidenced by the findings.
Teachers' participation in ongoing professional development training was also found to have a
significant impact on student achievement.

In their research, Nordin and Allias (2021) looked at ICT usability issues in the classrooms of
Malaysia's universities. Instructors' perceptions of their own enjoyment of teaching and their
experiences with implementing Web Base Teaching and Learning Approach (WBTLA) in the
classroom were surveyed to identify usability issues and obstacles. Although there was
consensus across lecturers on the technical and pedagogical usability and the extent to which
these challenges might be solved, there was less agreement regarding the contextual usability and
the extent to which these challenges could be overcome. So much depends on how much money
and effort individual schools are prepared to put into acquiring new equipment and training for
their faculty. The professors believe that WBTLA will succeed despite the issues they have
uncovered.

Igere (2021) studies the benefits and drawbacks of using technology for education through the
lens of three main goals. A total of 370 LIS students were included in the analysis. For this
survey, we used all 370 respondents as our sample size, and we were able to collect 230
responses online. There were a total of 24 questions on the survey used for the research.
Percentages were used to determine trends in the data. The results showed that students do
engage with the e-learning system, but they do so primarily through text and audio on their
mobile devices (not laptops). The high cost of data subscriptions, the high cost of devices, the
lack of user-friendliness in the technology, and the occurrence of epileptic or power outages
were also found to be barriers to effectively utilising the implemented e-learning system. It was
therefore suggested that educational institutions subscribe to data and work to make their online
education platforms more intuitive for their students.



Onajite (2022) studies the mindset and preparedness of future teachers at Colleges of Education
(henceforth COE)in Delta State to use ICT in their study of Business education. The study used a
descriptive survey as its method of research. 1,318 NCE business education student-teachers
from two of Delta State's four colleges of education made up the study's population. Six hundred
and fifty NCE business education student-teachers from two colleges of education in Delta State
were randomly selected at a 50% probability using proportionate stratified random sampling for
this study. All of the hypotheses were tested using a t-test at a 5% level of significance, and the
data was analysed using mean scores and standard deviation. The results show that student-
teachers in COEs in Delta State showed high levels of readiness and positive attitudes toward
using ICT in the study of business education. But the research showed that the student-teachers
in Delta State COEs lacked the necessary skills in various computer packages to make effective
use of ICT for business education.

Methodology

This study adopted descriptive survey design of a mixed method. The population of the study
was 113 lecturers in the departments that offers English and language studies.This population
were found in seven state universities in South South region of Nigeria. Ambrose Alli University,
Ekpoma, Delta State University, Abraka, Edo State University, Uzairue,Niger Delta University,
Amassoma, Ignatius Ajuru University of Education, Rumuolumeni, Rivers State University,
Nkpolu-Oroworukwo, and University of Cross Rivers, Calabar (see table 1).

Table 1: Population of the Study and Sampled Participants

S/No State Name of
university

Faculty Department Staff
population

Sample
size

1 Bayelsa
State

Niger Delta
University
Amasoma

Arts English and
French

14 14

2 Cross
Rivers
State

University of
Cross Rivers,
Calabar

communication
Technology

Language and
Linguistic
Science

18 18

3 Delta
State

Delta State
University,
Abraka

Arts English and
Department of
Language and
Linguistics

15 15

4 Edo
State

Ambros Alli
University,
Ekpoma,

Arts English and
modern
language
studies

12 12

5 Edo
State

Edo State
University,
Uzairue

Arts,
management and
social sciences

English and
literary studies

16 16

6 Rivers Ignatius Ajuru English and 14 14



State University of
education

literary studies

7 Rivers
State

Rivers State
University,
Nkpo-
Oruworukwo

Humanities English and
literary studies

21 21

Total 113 113
The entire population of the study was used for the study because the population is small and can
be surveyed. The instrument used for the study was researcher generated scale titled Technology
proficiency and Utilization of Web base Teaching Tools Questionnaire (TPUWBTTQ). The
instrument consisted of twenty three (23) items. The instrument was sectioned into two – section
A and B. the section A, contained items that were used to collect the demographic parameters of
the respondents while section B consisted of 18 items structured in Yes or No format. These
items were used to collect data on the Tech-Proficiency and utilization WBTT among the
lecturers.

The instrument was validated by 10 experts and had a content validity index of 0.99. Using the
Lawshe table value (0.99), the minimum CVI for six validators, instrument was adjudged valid.
According to Zeraati, and Alavi (2014), the Lawshe table gives the minimum CVR/CVI needed
to retain the item on the scale and to adopt a scale for study. Test retest approach was used to
generate two sets of data used for the instrument reliability test. Cronbach Alpha correlation
analysis was conducted and a score of 0.93 coefficients was obtained. This implies that the
instrument is highly reliable. According to Kamalu and Tamunobelema (2015), any reliability
coefficient from 0.70 and above is high and should be adjudged reliable.

The researcher administered a total of 113 copies of the instrument and retrieved 105
representing a return rate of 92.92% and the 105 returned questionnaire were analysed with
percentage to address the research questions.

Results

Table 2: Demographic Parameters of Respondents

Demography Category f %

Male 45 42.9

Gender Female 60 57.1

Total 105 100.0

20-29 11 10.5

30-39 28 26.7



Age 40-49 47 44.8

50-59 16 15.2

60 & Above 3 2.9

Total 105 100.0

Single 10 9.5

Marital status Married 76 72.4

Widowed 5 4.8

Others 14 13.3

Total 105 100.0

Assistant lecturer 2 1.9

Lecturer II 12 11.4

Lecturer I 26 24.8

Rank Senior lecturer 33 31.4

Reader/ 8 7.6

Associate prof 14 13.3

Professor 10 9.5

Total 105 100.0

Bsc 2 1.9

Academic Qualification Msc 47 44.8

Ph.D. 56 53.3

Total 105 100.0

Table 2 shows the demographics characterization of the respondents. The result revealed that
42% of the respondents were male while 57.1% were females. 10.5% of them were within the
age of 20-29 years; 26.7% were within the age of 30-39; 44.8% were within the age of 40-49;
15.2% were within the age of 50-59 while only 2.9% were 60 years and above. Marital wise, the
majority of the respondents were married (72.4%), 13.3% were in other forms of marital



relationship, 9.5% of them were still single while 4.8% have lost their spouse. 1.9% of the
lecturers were graduate assistant; 7.6% were assistant lecturers; 11.4% were at the rank of
Lecturer II; 31.4% were Lecturers I, 24.8% were Senior lecturers, 13.% were Associate
Professors and 9.5% were Professors. In terms of academic qualifications, more than half the
population (53.3%) had Ph.D, 44.5% has Masters degree while only 2.9% had BSc.

The Tech-Proficiency of English and Literary Studies Lecturers

Table 3: Analysis ofWBTTTech-Proficiency of English and Literary Studies Lecturers

S/N
o

How efficient can you perform the following
task

very
efficient

moderately
efficient

not
efficient

1 conducting online class zoom, Microsoft team
etc. 7(6.7%) 16(15.2%)

82(78.1
%)

2 creation of a very good interactive power point
slides 25(23.8%) 31(29.5%)

49(46.7
%)

3
creation of video lessons using OBS, Canva etc 1(1%) 4(3.8%)

100(95.2
%)

4
supervise students through google document 12(11.4%) 27(25.7)

66(62.9
%)

5 receive and score students assignment through
Microsoft team 18(17.1%) 38(36.2%)

49(46.7
%)

6 received and reply students assignment through
email 45(42.9%) 57(54.3%) 3(2.6%)

7
teach through WhatsApp 25(23.8%) 37(35.2%)

43(41.0
%)

8
creation of online survey 2(1.9%) 17(16.2%)

86(81.9
%)

Aggregate
17(16.1%
) 28(27.0%)

60(56.9
%)

Table 3 shows the analysis of the lecturers’ Tech-Proficiency. The result revealed that only 6.7%
were very efficient and 15.2% were efficient in conducting online class zoom, Microsoft team
etc while a large proportion (78.1%) were not. 23.8% were very efficient and 29.5% and were
moderately efficient in the creation of a very good interactive power pointslides whereas 46.7%



were not efficient in creating interactive power point slides. creation of video lessons using OBS,
Canva etc (very efficient (1%), moderately efficient (3.8%), not efficient (95.2%); lecturers’
ability to supervise students through google document (very efficient (11.4%), moderately
efficient (25.7) and not efficient (62.9%)); receive and score students assignment through
Microsoft team (very efficient (17.1%), moderately efficient (36.2%), but not efficient (46.7%);
in terms of receiving and replying to students assignment through email (very efficient (42.9%),
moderately efficient (54.3%), not efficient (2.6%)); teach through WhatsApp(Very efficient
(23.8%), moderately efficient (35.2%), not efficient 43(41.0%)); and creation of online survey
(very efficient(1.9%), moderately efficient (16.2%), and not efficient (81.9%).On the aggregate,
only 16.1% of the lecturers had high tech-proficiency (very efficient), 27% were moderately
proficient and more than half of the lecturers (56.9%) were n0t proficient in using web base
teaching tools. This simply connotes that state university English and Linguistics lecturers in
South-South region of Nigeria have poor tech-proficiency in utilizing WBTT.



Figure 3: Percentage Analysisof WBTTTech-Proficiency of English and Literary Studies
Lecturers

The data in figure 3 revealed that the WBTT the lecturers were most proficient in utilization was
email communication.While the WBTT the lecturers were least proficient in was use of canva
and obs to prepare video course.

Level of Utilization of Web base Teaching Tools

Table 4: Analysis of the Level of Utilization of Web base Teaching Tools among English
and Linguistic Lecturers

S/No WBTT Yes % No %

9 WhatsApp group 6 5.7 99 94.3

10 zoom meeting 31 29.5 74 70.5

11 Microsoft team 16 15.2 89 84.8

12 google meet 5 4.8 100 95.2

13 Telegram group 2 1.9 103 98.1

14 Facebook live 0 0.0 105 100.0

15 YouTube live 0 0.0 105 100.0

16 DialPad Meeting 0 0.0 105 100.0

17 Freeconference 0 0.0 105 100.0

18 Lifesize Go 0 0.0 105 100.0

Average 6 5.7 99 94.3

The data in table 4 reveal that 5.7%, 29.5%, 15.2% and 1.9% of the lecturers have conducted
classes using WhatsApp, zoom, Microsoft team, google meet respectively. On the aggregate,
only 5.7% of the lecturers have consistently made utilized the above mentioned WBTT in
teaching the students. Thus, there is very poor utilization of WBTT among English and linguistic
lecturers of state universities in South-South region of Nigeria.



Figure 4: Percentage Analysis of the Level of Utilization of WBTT among the Lecturers

Figure 4 reveals that none of the lecturers have made use of Facebook live, YouTube live,
Dialpad meet, Freeconference and Lifesize Go in teaching and learning. Perhaps, this could be
due lack of awareness of these free tools.

Discussion

The main focus of this was the determination of the Technological proficiency and utilization of
web base teaching tools such as zoom, Microsoft team, Google meet among others. In this, a
conceptual framework was developed which explains that a technological proficiency affects
pedagogical proficiency and vice versa. However, a possession of both enables lecturers to
effectively utilize web base teaching tools. Considering the new trends in education,
communication and information dissemination, which was intensified by the emergence of
COVID-19, it is expected that English and linguistic lecturers would have improve their
technological skills.

Unfortunately, the result from the data analysis reveal that the technological proficiency of the
lecturers were poor withthe aggregate of 16.1% of the lecturers having high tech-proficiency
(very efficient), 27% were moderately proficient and more than half of the lecturers (56.9%)



were not proficient in using web base teaching tools. Similarly, the level of utilization of web
base teaching tools among the lecturers as well. On the aggregate, 5.7% of the lecturers have
consistently made utilized the above mentioned WBTT in teaching the students. The poor level
of utilization of WBTT could be a result of the poor technological skills of the lecturers. This
results is similar to the findings of Igere (2021) poor utilization of E-learning facilities among
information and science lecturer’s difficulty in applying e-learning system, high cost of data
subscription, high cost of devices, technologies not user friendly and epileptic or power
failure.Eze et al. (2018) found slightly different result when they analysed the utilization of E-
Learning facilities in high educational institutions – a case of Madonna University. According to
their result, lecturers are comfortable with the use of E-learning facilities, the facilities are not
maximized. This means that the lecturers were not utilizing the facilities adequately. This could
probably be as a result of the poor technological proficiency as discovered in this study.

Conclusion and Recommendation

Based on the findings of the study, it is concluded that lecturers in state universitiesin south-
south region where English and linguisticsare taught are deficientin using technology to
effectively integrate web base teaching tools. Hence, it recommends that government and
educational stakeholders should design and implement Web base teaching tools, trainings,
workshops and conference for lecturers in order to assist lecturers improve on their technological
skills and gain better knowledge and awareness of the various web base teaching tools. Also,
lecturers should try and utilize internet learning resources to help them become more technically
skilled in web base educational process. Finally, lecturers that do not have good basic computer
application skills should contract private tutors for training on basic computing covering MS
word, Excel, power point and coral draw. This will help them in efficient design of Web-Based
learning materials such as slides, infographics and others.

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