EXAMINING THE IMPACT OF DIGITAL LEARNING PLATFORMS ON ENGLISH LANGUAGE PROFICIENCY OF TERTIARY INSTITUTION STUDENTS IN LAGOS

Abstract

This study examines the impact of digital learning platforms (DLPs) on English language proficiency in tertiary institutions, focusing on students in Lagos Higher Institution. Given the increasing reliance on online education, understanding the effectiveness of DLPs in enhancing writing, listening, reading, and speaking skills is crucial. Using a mixed-methods approach, the study collected data from 200 students from surveys, pre-and post-language proficiency tests, and semi-structured interviews. Results indicate that interactive lessons, multimedia resources, and gamified learning elements significantly improve listening (4.3/5) and reading (4.1/5) skills, while writing and speaking proficiency also show notable gains. However, the study identifies major challenges, including platform instability, unreliable internet access, and limited instructor-student interaction, which hinder optimal learning outcomes. These findings highlight the need for enhanced digital infrastructure, increased real-time engagement, and adaptive learning systems to personalise educational experiences. Finding rooted in Sociocultural Theory (Vygotsky, 1978) and Cognitive Load Theory (Sweller, 1988), the study underscores the transformative potential of DLPs while addressing critical technological and pedagogical limitations. The paper advocates for policy-driven improvements in digital education, including real-time feedback mechanisms, increased instructor engagement, and locally customised content. Future research should explore the long-term impacts and cross-cultural adaptability of DLPs in diverse educational settings. This study contributes to the ongoing discourse on digital education's role in fostering inclusive and effective language learning in higher education.