USAGE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TRAINING ENGLISH LANGUAGE ORAL SKILLS IN PUBLIC TEACHER TRAINING COLLEGES IN RIFT VALLEY REGION, KENYA

Abstract

English language training is a big responsibility. This is so because language skills are the most important social skills in life. The study was to give emphasis to the most important skills (listening and speaking). Therefore, the study was guided by the following objectives; to determine the ICT facilities for usage in training English language oral skills; to find out the challenges in the usage of ICT in training English language oral skills; to assess the attitude of trainers of English language and the trainers towards the usage of ICT in training English language oral skills and to examine the impact of integrating ICT in training English language oral skills. The study was guided by the Computer-Supported Collaborative Learning (CSCL) pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet (ICT). The study employed a positivist research paradigm and utilized a descriptive research design. The sample was obtained from Mosoriot and Kericho Teacher Training Colleges in the Rift Valley region. A total of 16 respondents were picked from Trainers of English while 240 trainees were picked from the English language using a stratified sampling technique. Data were collected using questionnaires and interviews. Tables, pie charts and bar graphs were used to illustrate the data. Results indicated that most trainees rarely use ICT gadgets during English lessons. Cross-tabulation between gender and ICT utilization revealed that the majority of female respondents never utilize ICT facilities and also rarely use them, with a significant difference of (χ2=28.929, df=4, p=0.0000). Inadequate internet was cited as the main challenge experienced in ICT utilization, followed by a negative attitude toward ICT, inadequate facilities (e.g., computers), and the least being inadequate power. The majority of trainers have completed general computer packages. Findings suggest that most trainers did not use any ICT facilities in real classroom instructions, while a few colleges used computers, projectors, and mobile phones. Most trainers lack the skills to integrate ICT. Lack or inadequate ICT equipment, lack or inadequate training expertise in ICT, unstable and unreliable internet, and lack or inadequate technical support were all reported as impediments to ICT integration during the training of English language oral skills. The majority of trainees had a positive attitude towards the usage of ICT in training English oral skills despite the challenges in its integration in their colleges. The study recommends extensive training for teachers to effectively utilize ICT in classrooms, ensuring they acquire the necessary knowledge and skills. Additionally, the Ministry of Education in Kenya should prioritize providing adequate technological infrastructure, technical support, and administrative assistance to schools and teachers to overcome the identified barriers to ICT integration and optimize the integration of ICT into their instructional practices.