Use of Blended Learning and Its Influence on Acquisition of English Language Skills in National and Extra County Schools in Western Region, Kenya

Abstract

The purpose of this study was to determine the use of blended learning in learners’ acquisition of English language skills in national and extra-county schools in Western region, Kenya. The main study objective was to determine the use of blended learning in enhancing learners’ acquisition of English language skills in national and extra-county schools in Western region, Kenya. The theoretical basis of the study was Social Constructivism and Connectivism. The study sample was 343 Form 3 students; 32 English teachers; 16 principals of national and extra county schools; 4 County Quality Assurance and Standards Officers and 2 Kenya Institute of Curriculum Development language specialists. The study sample was 397 respondents selected through simple random, cluster and purposive sampling techniques. The study design adopted was Descriptive Survey. Data was collected through an interview schedule, questionnaire, written task and observation. The data was analyzed using SPSS. The study findings showed that the schools which used blended learning more frequently recorded an improved performance in the acquisition of specific language skills, which shows that the use of blended learning positively influences the learners’ acquisition of these skills. The study recommends that the key technologies for the use of blended learning and their frequent use should be encouraged so as to change the attitudes, beliefs and opinions of teachers and learners towards blended learning since their perception towards the use of these platforms directly influences learners’ acquisition of reading and writing skills in English.