Olatunji, Samson Olusola2018-07-052018-07-052017-10Olatunji, 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), 2-17.1718-4770http://hdl.handle.net/123456789/852Peer reviewedThis 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.enlarge ESL Classreading comprehensionstrategiesattitudepedagogic skillsArticle