oral English

This study investigated the availability and use of Information and Communication Technology (ICT) for Oral English learning in secondary schools in Ikpoba Okha Local Government Area of Edo State. The purpose of the study was to determine the extent to which ICT gadgets are available and used in teaching and learning Oral English. The study adopted the descriptive survey design, and data were collected through structured questionnaires administered to fifty (50) teachers across selected urban and rural secondary schools. The data were analyzed using simple percentages and frequency distribution tables. The results revealed that ICT gadgets such as computers and projectors are moderately available in most schools, while other facilities like language laboratories, audio recorders, and interactive whiteboards are either scarce or completely unavailable, particularly in rural areas. The findings of this study indicate that the integration of ICT in teaching and learning Oral English in secondary schools within Ikpoba Okha Local Government Area remains below optimal level. Although some ICT tools such as computers and projectors are available, their usage is not consistent across schools, and facilities like audio recorders and language laboratories are generally lacking. Based on this study findings, the following recommendations were made; Schools, especially in rural areas, should be equipped with essential ICT facilities such as computers, projectors, audio recorders, and language laboratories; Regular workshops and in-service training should be organized to enhance teachers’ ICT competence for effective Oral English instruction; and Schools should establish technical support or maintenance committees to ensure ICT equipment remains functional and well-maintained.

This study was carried out to know the extent of influence of ICT in the teaching and learning of Oral English in secondary schools in Oredo Local, Government Edo State. The research was carried out as a survey using relevant literature from journals, magazines, books and the internet, three research questions were raised and analyzed for the purpose of the study. A random sampling technique was used in the selection of 50 secondary school students in secondary schools. The data were collected with questionnaire instrument and analyzed using simple percentage. The results revealed that:. Influence of ICT in the teaching and learning of Oral English in secondary schools are: The inadequate use of instructional materials, lack of funds, lack of good ICT devices,, teachers lack the technical knowhow on how to use some ICT device in the teaching and learning of Oral English, lack of Electricity ,over population of the classrooms. Based on the results, it was recommended that there should be proper and
regular provision of instructional Materials, funds by the government, teachers that can use ICT devices effectively and efficiently should be employed, constant electricity and equal ratio of teachers to students and well equipped oral laboratory.

The study was to investigate the impact of the language laboratory on effective teaching and learning of the English language. Four (4) research questions were raised and literature of other researchers were reviewed. The study adopted the descriptive survey research design, data was collected through the aid of a questionnaire. The questionnaire was structured according to the research questions and distributed to sample population of 63 respondents. The findings of the study revealed that secondary schools do not have adequate English laboratories for the effective teaching and learning of English language and lack the basic necessities needed for a good English laboratory with no adequate English laboratories for the effective teaching and learning of English language in secondary schools. Schools with adequate English laboratories are more effective in the teaching and learning of English language although many schools have limited facilities for a good English laboratory and so need to be upgraded to meet with international standards. It was however recommended that government should ensure that adequate funds is released to public secondary schools for the building of language laboratories needed for the teaching of student; government and schools should ensure that qualified and competent teachers are employed for the teaching of Oral English in secondary schools in Ikpoba Okgha LGA; and that school management should ensure that language laboratories are adequately utilized for the correction of other tongue interference in secondary schools in Benin City