Overview of Oral English Pedagogy and Teachers’ Technological Competence in Integrating Technology in Oral English: A Case of Juaben Senior High School in Ghana

The research explores an overview of Oral English pedagogy and teachers’ technological competence in integrating technology in oral English pedagogy. Conducted at Juaben Senior High in Ghana, the study delves into various aspects, including identifying and describing the manner in which Oral English is currently taught, and accessing teachers’ level of technological competency which would enable them to integrate technology in Oral English pedagogy. Technological Pedagogical Content Knowledge (TPACK) framework and the SAMR Model (Substitution, Augment, Modification, Redefinition) are the theoretical frameworks of the study. The research employed a mixed-method and data was gathered through questionnaires, interviews, and observations. The study included a sample of 100 students and 11 teachers. The findings of the study showed that Oral English is currently taught in schools with textbooks. The study also projected that English teachers need to be trained to help them integrate technology in their pedagogy. The study will help improve the academic performance of students in oral English, and further studies should explore the perceptions of English language instructors towards integrating technology into oral English pedagogy.