Teachers’ Perceptions of Blended Learning and the Acquisition of Language Skills in National and Extra-County Schools in Western Region, Kenya

In order to meet the 21st Century threshold of global quality education, there is a need to adopt more modern technology in the classroom; a need further aggravated by Covid-19 which recently interrupted education worldwide. It is against this backdrop and the unsatisfactory KCSE performance in languages, that this study sought to investigate Perceptions of Teachers on the use of Blended Learning in learners’ acquisition of English language skills in National and Extra-County schools in Western region, Kenya. The main objective was to establish Teachers’ Perceptions towards use of blended learning in enhancing learners’ acquisition of English reading and writing skills in National and Extra-County schools in Western region, Kenya. This study was based on Social Constructivism and Connectivism theories by Lev Vygotsky and George Siemens respectively. The sample was 32 Language Teachers;16 Principals; 4 CQASOs and 2 KICD language specialists. The study sample was 54 respondents selected through simple random and purposive sampling techniques. The design adopted was Descriptive Survey. Data was collected through 2 instruments: an interview schedule and a questionnaire. The data was analyzed using descriptive and inferential statistics using SPSS. For the purpose of analysis; the schools in the study were divided into High and Low Achievers’ schools. The study findings also showed that higher levels of acquisition of language skills in High Achievers’ schools were attributable to positive perceptions by teachers towards use of blended learning, for which a significant difference was established (t (32)=1.0067). The study concluded that the availability and frequent use of blended learning positively impact teachers’ perceptions towards the use of blended learning and influence learners’ acquisition of English language skills. This study recommends that the use of blended learning be encouraged and there should be sustained teacher professional development to equip teachers with relevant skills to enable them to use blended learning.