Abstract
In the 21st century, computers have become a common feature in classrooms. Given the importance of both technological and pedagogical aspects of Computer-Assisted Language Instruction (CALI) in educational settings, computer technology plays a vital role in teaching English as a Second Language. In many developing countries, English learners often do not see the practical use of the language beyond examinations. Therefore, this study sought to examine how CALI is integrated into the teaching of English language oral skills in secondary schools by assessing the extent of the teachers’ awareness of integrating CALI in the teaching of English language oral skills; investigating the preferred instruction resources, examining the importance of integrating CALI in the teaching of English language oral skills and finding out the extent of Integrating CALI in English language teaching of oral skills. The study was conducted among selected secondary schools in Kakamega County, Ikolomani Sub-County, Kenya. The study focused on 132 English teachers and used a descriptive survey design. Purposive sampling was employed to select public secondary schools with computer laboratories within Ikolomani Sub-County and stratified sampling was used to provide a sample of 110 teachers. Primary data were collected from 6 school principals and 104 teachers of English using questionnaires and key informant interviews. Quantitative data were analyzed with Pearson’s correlation coefficient, while qualitative data were analyzed thematically through content analysis. The analysis showed a significant positive relationship (coefficient of determination of 0.69 or 69%) between the extent of CALI integration and the teaching of English oral skills. An F-value of 0.598 indicated that this relationship is statistically significant. The study concluded that the degree of CALI integration positively affects the teaching of English oral skills. It is recommended that school administrators encourage the use of CALI in English language instruction and implement ICT training programs to enhance teachers' ICT skills.