ABSTRACT
This study investigates the relationship between Information and Communication Technology (ICT) literacy and English language performance among Grade 10 learners. In an increasingly digital learning environment, ICT skills are believed to play a significant role in enhancing students’ academic outcomes, particularly in language acquisition and communication. The primary objective of this research is to determine whether a significant correlation exists between students’ level of ICT literacy and their performance in English.
A quantitative correlational research design was employed in this study. Data were collected from 62 Grade 10 students using a validated ICT literacy questionnaire and their English academic grades as measures of performance. The ICT literacy tool assessed students’ competencies in basic computer operations, internet navigation, digital communication, and information evaluation. Statistical methods such as Pearson’s r were used to analyze the relationship between the variables.
The findings revealed that most students demonstrated a moderate level of ICT literacy and satisfactory performance in English. Furthermore, the analysis indicated a significant positive correlation between ICT literacy and English performance. This suggests that students who are more proficient in using digital tools and online resources tend to perform better in English, possibly due to increased exposure to language-rich content and opportunities for practice.
The study concludes that ICT literacy is a contributing factor to improved English performance among learners. It highlights the importance of integrating technology into language instruction to support skill development. Schools are encouraged to enhance ICT-based learning environments and provide training for both teachers and students to maximize the benefits of digital tools in education. Future research may explore other variables that influence language performance and expand the scope to different grade levels or contexts.