This research work investigated the impact of English language teaching and learning. Forty (40) students and (10) teachers were randomly selected for the study. In all a total of 50 junior secondary school students and teachers participated in this study. The instruments used for data collection are (TPICTIQ) and (SPICTIQ). The data obtained for the study were analyzed using frequency counts, simple percentage and T-test statistics to test the four (4) hypotheses generated at 0.05 level of significant. The findings revealed that: there was a significant difference between teacher’s attitude and the level of ICT usage in teaching English language, there was a significant difference between male and female teachers attitude towards the use of ICT in teaching English language, there was a significant difference between student’s attitude and the level of ICT usage in learning English language and the forth hypotheses revealed that there was a significant difference between male and female student’s attitude and level of ICT usage in learning English language. Based on the findings some vital recommendations were made: The school management should create awareness about the ICT and electronic resources available in the ICT centers within the school and its relevance to student’s subject background. This could be achieved through group training for the library users especially during the library orientation programme for fresh undergraduate students. Additional studies should be conducted to determine other variables that affect student’s academic performance.