Teachers’ Perceptions of Integrating Audiobooks and E-Books to Develop Reading Habits Among Secondary School Students in Gwagwalada, Nigeria

Abstract

This study examined English Language teachers’ perceptions of using audiobooks and e-books to enhance reading habits among secondary school students in Gwagwalada Area Council, Abuja. Grounded in Constructivist Learning Theory and the Technology Acceptance Model (TAM), it investigated teachers’ awareness, familiarity, perceived effectiveness, and challenges related to integrating digital reading tools in classrooms. A census survey of 53 public secondary school English teachers was conducted using a structured questionnaire with Likert-scale items, and data were analyzed through descriptive statistics. Reliability was established via a test–retest method administered to a comparable group of English teachers outside the main sample, yielding a Pearson correlation coefficient of 0.79. Results revealed high levels of teacher awareness and confidence in using audiobooks and e-books, with strong agreement that these tools improve listening skills, comprehension, motivation among reluctant readers, vocabulary, fluency, and engagement—findings consistent with prior research on digital texts enhancing language learning. However, systemic barriers such as limited internet access, inadequate training, difficulty selecting appropriate content, student distractions, and insufficient institutional support were identified as significant obstacles to effective implementation. The study concludes that while teachers recognize the pedagogical value of audiobooks and e-books and are willing to adopt them, successful integration requires sustained professional development, investment in digital infrastructure, curriculum alignment, and supportive school policies to maximize their impact on literacy development.