EFFECTS OF TECHNOLOGY-ASSISTED INSTRUCTION ON SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN ORAL ENGLISH IN WUKARI LOCAL GOVERNMENT AREA OF TARABA STATE, NIGERIA

Abstract

The Effective Teaching And Learning Of English Has Gone Beyond The Mere Chalk And Talk Traditional Classroom Teaching Because Of The Emergence Of Various Gadgets In Information And Communication Technology. This Study Investigated The Effects Of Technology-assisted Instruction (tai) On Senior Secondary Students' Achievement In Oral English In Wukari Local Government Area Of Taraba State, Nigeria. Two Research Questions Were Raised To Guide The Study And Two Corresponding Null Hypotheses Were Formulated. Quasi-experimental, Pre-test, Post-test Research Design Of Non-equivalent Groups Was Adopted For The Study. Using Purposive Sampling Technique, A Sample Of 79 Students Was Used And Assigned To Experimental (tai) And Control
(conventional) Groups In Two Intact Classes. Data Were Collected Using A Researcher-made Technology-assisted Oral English Achievement Test (taoeat). Lesson Plans For Pronunciation And Identification Instruction Based On Short And Long Vowels Aided The Treatment. Data Collected Were Analysed Using Mean And Standard Deviation To Answer The Research Questions And T-test To Test The Null Hypotheses At 0.05 Level Of Significance. Findings Revealed That StudentsExposed To Short Vowel Sounds Via Tai Achieved Higher Mean Scores Than Their Counterparts Who Were Not. It Was Also Found That Students Exposed To Long Vowel Sounds Using The Tai Treatment Outperformed Those Who Were Not. The Study, Therefore, Recommended Among Other Things That Curriculum Planners And Designers Should Work In Collaboration With Secondary School English Textbooks Designers And Writers To Incorporate Tai Learning Activities Into Students' Oral English Programmes.