Exploring the Role of Information and Communication Technologies in Enhancing the Listening Skill in a Selected Secondary School in Kampala District

Abstract

This study explored the role of Information and Communication Technologies (ICTs) in enhancing the teaching of listening skills in one selected secondary school in Kampala District under Uganda’s new lower secondary curriculum. Guided by the Technology Acceptance Model (TAM) and Communicative Language Teaching (CLT) theory, the research examined the challenges teachers face, how ICTs can be used in listening instruction, and practical strategies for effective integration. Using a qualitative action research design, the study was conducted in a selected secondary school in Kampala District, where data was collected through teacher interviews, an ICT coordinator interview, focus group discussions with learners, and detailed classroom observations. The findings revealed that although teachers recognised the potential of ICTs to make listening lessons more interactive and authentic, their use was constrained by limited access to contextualised digital materials, inadequate teacher training, noisy learning environments, and weak institutional support. ICT use was largely confined to the playback of foreign videos, which often led to passive learning and cultural disconnects. Through the action research cycles, interventions such as recording local audio materials, structuring lessons into pre-, during-, and post-listening stages, and improving classroom organisation significantly increased learner engagement and comprehension. The study concludes that effective ICT integration requires a move from basic technological adoption to pedagogically informed practice supported by institutional investment. It recommends the establishment of sound-proof listening spaces, targeted ICT training for English teachers, and the development of a central collection of locally recorded materials to bridge the gap between curriculum goals and classroom realities, thereby strengthening learners’ listening proficiency and communicative competence.