Effective Teaching of Oral English in Senior Secondary Schools, Using Information and Communication Technology Tools in Oyigbo LGA, Rivers State
Ogah, Isaac Eguarkhide Ph.D, Ngwu, Martina Nnenna Ph.D
Abstract
The study examined the effective teaching of Oral English in senior secondary schools, using Information and Communication Technology tools in Oyigbo Local Government Area of Rivers State. Quasi-experimental design was adopted for the study. The population of the study was 688 senior secondary two students in Oyigbo LGA. Sample size was 150 SS2 students selected through purposive sampling technique from two public schools in Oyigbo. A researcher Made Achievement Test titled Oral English Achievement Test (OEAT) that contained thirty (30) multiple choice questions was validated with reliability index of 0.77. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested using ANCOVA at 0.05 levels of significance. The results of study revealed that students taught using Information and Communication Technology tool (podcast) used had a better result on those taught with it than those taught using traditional method. The study also established that both the male and female students benefited equally when taught with Information and Communication Technology tools. The study recommends that government and school administrators should build digitally equipped language laboratories in our secondary schools where the students will be taught Oral English using those tools to enable them learn effectively. Training and retraining should be organised for English teachers to enhance their effective use of ICT tools. Services of trained technicians should be engaged for maintenance of the equipment.
References
African Virtual University (AVU) (2012). ICT integration in education. 2016. Ajunwa, C.N. (2013). Analysis of ICT in teaching English language in secondary schools. Onitsha: Dop pulishers & co. American Recovery & Reinvestment (2016). The initiative on global market. From wikipedia.org/wiki/americanrecoveryandreinvestment. Awotua-Efebo, E.B. (2001). Effective teaching principles and practice. Port Harcourt: Paragraphics. Baniford, R.P. & Mizokawa, U.Y. (1991). Knowledge of English language. Nariob: Longman. Becta, U.U. (2006). Benefits and features of ICT in English: ICT in the curriculum. From http://curriculum.becta.org.uk/docserver.php. Blanskat, A.M.T. (2006). Aims of using ICT tools in Oral English class. Unpublished Seminar paper. Enugu: University of Nigeria, Nsukka. Brahima, S. (2011). Tele-communication department of learning. London: University Press. Edward, T.J., Zacharia, L.L. & Watson G. H. (2010). Use of Web 2.0 technology by European students. Cambridge: Cambridge University Press. Finney, G. (2011). Effect of ICT in teaching and learning. Cambridge: Cambridge University Press. Ituen, A.U. (2011). Teaching secondary level English. Port Harcourt: Abicom Educational services and publications. Karner, V.B. (2007). ICT Interactive Media. ICT and Teaching Journal, 41 (4) 90-98. Ndimele, O.M. (2007). Readings on language. Port Harcourt: M & J Grand Orbits Communications Ltd. Rouse, M. (2016). Information and communication technological teaching tools. New York: Harcourt Brace publication. Solomon, V.H. (1997). Competency in English Language: A teacher guide. Cambridge: Cambridge University Press. UNESCO (2002). Information and Communication Technologies in teaching and learning of foreign languages. Moscow: Kedrova
