Abstract:
There is overdependence on English course books as the main resource of teaching grammar skills
in Kenyan secondary schools. The paper sought to examine the use of Smartphone as an
instructional resource for teaching English grammar, to complement recommended grammar
resources by KICD (Kenya Institute of Curriculum Development). Therefore, the study focused on
establishing accessible applications on Smartphone that enhance teaching of English Grammar
skills. The study also tested the following hypothesis: HO1: Smartphone English grammar apps
(homophone apps) do not enhance the teaching of grammar skills. This study used qualitative and
quantitative research design. 100 teachers of English were selected randomly and 20 HODS (Head
of Department) of English were selected purposively across the 13 sub counties from Kakamega
County. Smartphone applications (homophone apps) were employed in an experimental study that
took one month with 276 form 4 students’ in 2 public secondary schools. Participants were divided
into control (n = 140) and experimental (n = 136) groups. The questionnaire was subjected to
teachers of English while interview schedules were subjected to HODS of English department. An
observation checklist was used to observe resources of English grammar in the language department
and other areas in the school. Independent t-tests were carried out on 276 form 4 students. Data was
analyzed through Statistical Package for Social Sciences (SPSS 28.0). The interview guide and
observation checklist were analyzed under themes. Data was presented through frequency,
percentage, graphs, and means. Study findings of independent t-tests revealed significant
improvement in pronunciation skills for the experimental group. The results indicated that English
grammar apps enhance the teaching of grammar skills. The study made the following
recommendations; Teachers are to be provided with varied instructional resources. KICD should
incorporate Smartphone as a resource for teaching English Grammar.
