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

Abstract

This survey was carried out to find statistically valid picture of English Language teachers’ attitudes to the teaching of reading comprehension to large ESL classes in 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 or otherwise of students against their perpetual failure in major examinations justify the study. A total of ninety-eight teachers got through a multi-stage sampling procedure responded to a fourteen-item self-constructed and validate questionnaire. The findings of the data analysis reveal that most of the teachers consider any class of thirty-one students and above is large, the teachers are ill-disposed to large classes, and they do not bother to employ any unusual strategy to make teaching reading comprehension both interesting and highly rewarding to either teacher or students.