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Abstract
This study highlighted the level of teachers’ ICT integration in teaching and learning English. This determined the English teachers’ attitude towards ICT integration. The study was anchored on Davis’s Technology Acceptance Model which originated from Ajzen & Fishbein’s Theory of Reasoned Action. Moreover, the descriptive research method was used in this study, involving a purposive random sampling method in obtaining data from respondents. Teachers were profiled, details and results were enumerated. Several findings were made about the English teachers, that there is no significant difference in the ICT integration in teaching and learning when grouped according to their highest educational attainment; there is no significant difference in the ICT integration in teaching and learning when grouped according to teachers’ seminars/trainings in ICT; there is no significant difference in the ICT integration in teaching and learning when grouped according to perceived usefulness of ICT in teaching and learning; and the perceived usefulness and perceived ease of use highly influenced the teacher-respondents’ actual usage of ICT. English teachers’ level of ICT integration in teaching and learning is fair or below satisfactory. Recommendations included school administrators, teachers, and future researchers, to support the integration of ICT in the teaching and learning process, create more opportunities for students to experience impactful learning with ICT, so that these interventions may further substantiate the contribution of ICT in the field of education, especially in English language teaching and learning. Further research anticipated to be undertaken leveling up to more focused tasks on ICT-centered activities.
