Abstract
Integrating ICT-based pedagogy in English language teaching is essential for improving educational outcomes, particularly in remote regions like the Andaman and Nicobar Islands. Existing studies primarily focus on urban settings, leaving a gap in understanding how ICT enhances instructional methods and student learning in rural contexts. This study investigates the effectiveness of ICT-based pedagogy in improving English language proficiency through the training of teacher trainees in the Andaman and Nicobar Islands. A total of 400 students from Grades 6 to 9 across eight government schools in both urban and rural areas participated. A Digital Literacy and Pedagogical Advancement Program was developed to train the teacher trainees in using ICT tools, who then conducted ICT-based English classes over two months using CBSE-aligned content. To assess student progress, Grade-Specific Linguistic Proficiency Assessment (GLPA) tests were designed to evaluate reading, writing, listening, and speaking skills. Pre- and post-tests were conducted, and the data were analysed using Kolmogorov-Smirnov, paired t-tests, and independent t-tests. Results showed significant improvements in post-test scores across all grades, confirming the effectiveness of ICT-based pedagogy. The findings support the scalability and adaptability of ICT-integrated teaching methods, advocating for their broader adoption to improve English language proficiency and modernize instructional practices in remote educational settings.