In conceptual framework captured the opinions of several authors in the scholarly effort to define the concept information and communication technology

In conceptual framework captured the opinions of several authors in the scholarly effort to define the concept information and communication technology (ICT) in regards to communication, information, technology, computer and internet. Towards this end, Tamo (2014) sees ICT as “the use of computing devices such as desktop computers, laptops, hand held computer, software, or internet in school for instructional purposes” other authors such as Udoh and Egwuchukwu (2014) see ICT as “electronic based system of information transmission, reception, processing and retrieval which has drastically changed the way we think, the way we live, and the environment in which we live. Thus, summarizing ICT as an umbrella term that includes any communication device or application encompassing radio, television, cellular phones, computer network, satellite system etc., the Oxford Advanced Learners Dictionary 4th edition (2008) defined English Phonetics to mean using special symbols to represent each different speech sound. Of spelling or spelling system that closely matches the sound represented, especially sounds connected with human speeches. More so, concepts such as classroom, instruction are well explained in the review by Ojih (1995) two good theories the social learning theory by Albert Bandura and Vygostsky’s social cultural cognitive theory were used as the theoretical framework. These theories were dully analyzed in the review and scholarly well related to the study. The empirical study featured a work captioned integrating ICT in the learning of English language in Nigeria.
Just in a similar case, a case study was taken in Owerri, Nsukka and Rivers state by Udoh ; Egwuchukwu(2014), Abonyi (2014) and Ugboaja (2017) respectively. The findings showed that both teachers and students agreed that the use of ICT facilities such as computer, internet services, projectors, video and audio/CD improved learning of English phonetics. It was common however that lack of availability of ICT tools, low level of skilled personnel, inexperience, poor power supply, lack of or poorly equipped language laboratories as well as poor funding were some of the factors militating against the proper use of ICT facilities in teaching and learning of English Language phonetics. It was generally recommended that schools should be well funded and ICT facilities provided, most importantly, teachers should be trained from time to time on the use of ICT facilities. Generally, the results of the study supports that with ICT, the learning of English Phonetics is easily absorbed by students