Abstract

The shift towards remote learning has increased the need for digital tools in English language teaching, yet in Enugu State, Nigeria, persistent infrastructure deficits and unclear levels of teacher utilization raise concerns about the readiness of secondary schools for remote instruction. This study investigated the availability and utilization of digital tools for remote English language teaching in secondary schools in Enugu State. It was guided by three research questions and hypotheses. A cross-sectional survey research design was adopted, with a sample of 220 respondents comprising 44 principals and 176 English Language teachers selected through stratified random sampling. Findings revealed that only messaging platforms, smartphones for teachers, and digital content repositories were available, while formal infrastructure such as reliable internet, computer laboratories, and technical support were largely absent. Utilization was low, with teachers primarily using messaging platforms to send lesson summaries, while interactive practices like live video lessons and digital assessment were rare.

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