Secondary School Teachers and Learners' Views on Technology-guided Instruction of English Language Phonation, Likuyani, Kenya

Abstract

Favourable teacher and learner attitude towards technology-guided instruction may enhance acquirement of top-notch English language phonation skills. Although studies have investigated teachers and learners' perceptions of technology infused classes, none has focused on English phonation instruction in Likuyani, Kenya. Study aimed at examining secondary school teachers and learners' views on technology-guided instruction of English Language Phonation, Likuyani, Kenya, with intent to unearth knowledge that would inform stakeholders in educational sphere for enhanced language teaching. Relatedly, views on technology-guided phonation instruction were investigated in terms of institutional support, teacher readiness and learner readiness, as key components, subsequently generating one specific objective from each study variable. Study sample comprised 4 teachers and 200 form two learners of English language from 4 Sub County secondary schools. Stratified and simple random sampling were used to select schools, while teachers and learners were purposively determined. Technology-Organization-Environment theory informed study. Questionnaire and interview schedules collected respondents' views, while checklist established institutional support. Universal ethical practices of social science research guided study. Data collected was thematically analysed. Findings revealed positive teachers and learners' attitude towards technology- embedded instruction. However, unfavorable perception of institutional support for technology-guided instruction was established. Study concluded that teachers and learners view technology infused instruction as pivotal in English phonation class, however; inadequate institutional support is likely to lower achievement. Study recommends appropriate structuration of institutional support for technology embedded class which may actuate amplified achievement in English language phonation, for enhanced oral skills.