The computer and the teaching of Oracy: an action research


Arunga Benn

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Lilian Vikiru

Second Supervisor/Advisor

Zeenat Shariff


Institute for Educational Development, East Africa


Over 75% of an average secondary student’s instructional time is spent in oracy contexts yet the teaching of this skill is largely overlooked and the instructional strategies used to teach it lack variety and depth. This participatory action research is a study of my practice focused on learning how the computer can be integrated in the teaching of oracy at form two in a Kenyan secondary school. Data was collected through multiple methods that included document analysis, observation, interviews and reflections. I was the principal participant but worked in collaboration with the regular English teacher and the form two students. The study revealed that when used as a strategy foe teaching oracy, the computer can function as a tool and as an exploratory environment. In this way, it simultaneously appeals to students’ visual, audio and kinesthetic senses, enhances a constructivist classroom environment, and provides immediate feedback which fosters learner self-monitoring, self-error detection and subsequently, self-error correction. Availability of resources not with standing , exposure and interest, openness to change and teacher’s computer literacy are paramount in the successful integration of the computer in the teaching of oracy.

This document is available in the relevant AKU library