The Effect of Computer Assisted Language Learning on the Usage of English Language Among Ekiti State University Undergraduates

This research explores how Computer-Assisted Language Learning (CALL) affects the English language skills of undergraduate students at Ekiti State University, Ado-Ekiti (EKSU) in Nigeria. In today's digital world, CALL has become an important resource for language learning, providing students with interactive materials, multimedia tools, and instant feedback to improve their language abilities. However, there is limited research on its effectiveness in Nigeria. This study uses a qualitative approach, examining essays from EKSU students with various language backgrounds to assess how CALL influences their vocabulary, grammar, pronunciation, and overall English proficiency. The results show a mixed impact of CALL: many students experience better access, self-directed learning, and improved skills, while others face issues like dependency, irrelevant feedback, and technological challenges such as poor internet and lack of personal devices. Also, infrastructure problems and inconsistent use of CALL tools limit its effectiveness. Students' views are also split; some appreciate the independence and engagement that CALL offers, while others feel it encourages laziness or excessive reliance on technology. The research highlights the need for specific strategies to overcome these challenges, such as providing offline access to CALL resources, improving infrastructure, and combining CALL with traditional teaching methods. This study adds to the existing literature on CALL by providing insights into its use in a developing country, which can help shape policy and teaching practices aimed at enhancing English language education.