Role of Teacher-Learner Interactions in Enhancing Reading Comprehension Skills among English First Additional Language Learners

Abstract

Learners receive reading comprehension strategies effectively in an environment where they feel safe and they are free express themselves without fear. The purpose of this study was to explore the teacher-learner interactions during English First Additional Language reading comprehension lessons. The participants in the study included Six (6) English First Additional language teachers and two hundred and twenty-three (223) English First Additional Language learners at 3 selected schools. Data was collected through non-participant observation and inductive data analysis method was used to analyse data. The study found that teacher-learner interactions build vocabulary, develops comprehension strategies, increase engagement and motivation and provide formative feedback during authentic meaning-making, enabling corrective instruction. The study also found that there are limited teacher-learner interactions during EFAL reading comprehension lessons as not all the learners in the classrooms are engaged in the lessons. The study recommends that teachers should create a classroom atmosphere where learners feel safe to express opinions, ask questions, and make mistakes and encourage peer interaction and group reading to enhance cooperative learning and design reading comprehension activities that explicitly promote dialogue, critical thinking, and cooperative learning. In addition, the study recommends that future research should study how digital platforms and interactive reading apps can enhance teacher-learner engagement in EFAL classrooms..