SMARTPHONE AS AN INSTRUCTIONAL RESOURCE IN ENHANCING TEACHING OF ENGLISH GRAMMAR SKILLS IN SECONDARY SCHOOLS: CASE OF KAKAMEGA COUNTY KENYA

Abstract

Grammar resources provided by KICD are instrumental in assisting teachers to deliver English grammar skills.There is overdependence on English course books as the main resource of teaching grammar skills in secondary schools. The current research sought to examine the use of Smartphone as an instructional resource for teaching English grammar, to complement recommended grammar resources by KICD (Kenya Institute of Curriculum Development). Therefore, the study focused on the following specific objectives: To analyze the strengths and limitations of recommended English grammar resources in enhancing the teaching of grammar skills in comparison to Smartphone; To examine how the integration of Smartphone enhances the teaching of English Grammar skills; To establish accessible applications on Smartphone that enhance teaching of English Grammar skills and to ascertain challenges language teachers are likely to face when using Smartphone as a resource for teaching English grammar skills and the mitigation measures. The study tested the following hypothesis: HO1: Smartphone English grammar apps (homophone apps) do not enhance the teaching of grammar skills. The study was guided by Krashen’s Theory of second language learning. The study adopted pragmatism paradigm. This study used descriptive survey and quasiexperimental (pre and posttest) research design. 100 teachers of English were selected randomly from population N = 400 and 20 HODS (Head of Department) of English were selected purposively across the 13 sub counties from Kakamega County from a population of N= 90. Smartphone applications (homophone apps) were employed in an experimental study that took one month with population N= 276 form 4 students’ in 2 public secondary schools.The two school were selected purposively. Participants were divided into control (n = 140) and experimental (n = 136) groups. The questionnaire was subjected to teachers of English while interview schedules were subjected to HODS of English department. An observation checklist was used to observe resources of English grammar in the language department and other areas in the school. Independent t-tests were carried out on 276 form 4 students. Data was analyzed through Statistical Package for Social Sciences (SPSS 28.0). The interview guide and observation checklist were analyzed under themes. Data was presented through frequency, percentage, graphs, and means. Study findings of independent t-tests revealed significant improvement in pronunciation skills for the experimental group. The results indicated that English grammar apps enhance the teaching of grammar skills. Smartphone has more strength than the recommended resources like course books, teachers of English grammar were aware of several grammar apps, Smartphone was integrated as a resource in teaching English grammar and finally, teachers encountered several challenges like cost of dat bundles when using Smartphones to teach English grammar. In conclusion the study established that smartphone can be used to complement KICD approved grammar resources. The findings imply that digital resources will contribute immensely in teaching and learning. The study made the following recommendations; Teachers are to be provided with digital instructional resources like smartphone. KICD should intergrate Smartphone as a resource for teaching English Grammar.This will diversify grammar resources by tapping into the digital resources