Appraising English Language Teachers’ Self-Reports of Readiness to Manage Large Reading Comprehension Classes in Selected Secondary Schools in Ibadan, Nigeria

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dc.contributor.authorOlatunji, Samson Olusola
dc.date.accessioned2018-07-05T10:15:56Z
dc.date.available2018-07-05T10:15:56Z
dc.date.issued2017-10
dc.descriptionPeer revieweden_US
dc.description.abstractThis paper is based on a survey that was carried out to find a statistically valid picture of English Language teachers’ attitudes to the teaching of reading comprehension to large ESL classes in the Ibadan metropolis of southwestern Nigeria. The pedagogic practices of the teachers in such a challenging but potentially rewarding situation were also investigated. The far-reaching importance of reading comprehension to the overall success of students in light of frequent failure in major examinations justify the study. The study sample was obtained through a multistage procedure. A total of ninety-eight teachers responded to a fourteen-item self-constructed questionnaire that had yielded 91.2 reliability coefficient. The findings of the data analysis reveal that most of the teachers consider any class of thirty-one students and above as large, the teachers are ill-disposed to large classes, and they neglect to employ any unusual strategies to make teaching reading comprehension both interesting and highly rewarding to either teacher or students.en_US
dc.identifier.citationOlatunji, S.O. (2017). Appraising English Language Teachers’ Self-Reports of Readiness to Manage Large Reading Comprehension Classes in Selected Secondary Schools in Ibadan, Nigeria. Journal of Contemporary Issues in Education 12(2), 2-17.en_US
dc.identifier.issn1718-4770
dc.identifier.urihttp://hdl.handle.net/123456789/852
dc.language.isoenen_US
dc.publisherUniversity of Alberta/Centre for Global Citizenship Education and Researchen_US
dc.relation.ispartofseriesVol. 12, No. 2;
dc.subjectlarge ESL Classen_US
dc.subjectreading comprehensionen_US
dc.subjectstrategiesen_US
dc.subjectattitudeen_US
dc.subjectpedagogic skillsen_US
dc.titleAppraising English Language Teachers’ Self-Reports of Readiness to Manage Large Reading Comprehension Classes in Selected Secondary Schools in Ibadan, Nigeriaen_US
dc.typeArticleen_US

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