In Kenya there is overdependence on English course books as the main resource of teaching grammar skills in secondary schools. There is need to diversify and tap into the modern quality digital resources. The paper therefore sought to examine how integration of Smartphone as an instructional resource can enhance teaching of English grammar, to complement recommended grammar resources by KICD (Kenya Institute of Curriculum Development). The main objective of the paper was to examine how the integration of Smartphone enhances the teaching of English Grammar skills; the paper 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 quasi 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. Participants from 2 public secondary schools 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. 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 was analyzed under themes. Data was presented through frequency, percentage and means. Study findings of independent t-tests revealed significant improvement in pronunciation skills for the experimental group. The results indicated that integration of Smartphone enhances the teaching of grammar skills. The study made the following recommendations; KICD and educators should incorporate Smartphone as a resource for teaching English Grammar.
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