The significance of language as a science in the educational sector has continued to play a critical role in terms of teaching and learning. However, due to inequalities exposed severely by the Covid-19 pandemic, the teaching of English as the second language acquisition to foreign speakers; is adversely affected. Therefore, the use of transformative methodology as the teaching strategy is explored to determine the most suitable methodology of teaching during the Covid-19 pandemic. The study utilizes Participatory Action Research as the approach to explore the efficacy of transformative methodology; this approach is embedded in the paradigmatic principles of constructivism as the lens of qualitative methodology. Besides, the data is analysed using Critical Discourse Analysis post the generation of it using observations and semi-structured interviews (free attitudinal interviews). The paper demonstrates the prospects of using transformative methodology as the appropriate use of pedagogical strategy for English as the second language acquisition, it also suggests efficient but costly measures required to be implemented by the universities for the use of the transformative methodology.
Reading comprehension is the ability to understand the text, decode and infer its meaning according to reader’s level of comprehension. Similarly, reading is the ability to deduce, critique and construct the attributes of the text, hence reading and reading comprehension are intertwined and embedded into the skill to analyse the meaning of the text in general and synthesize the interpreting of your own understanding in particular to the text. Despite this prerequisite skill; there are challenges which impede the reading comprehension and as the results the paper intimates these challenges of reading comprehension using critical theory as a conceptual framework. It further employs participatory action research as a technique whereby participants were purposively sampled and interviewed in a semi-structured interview. Equally, the results are analysed using critical discourse analysis were it was established that lack of collaborative learning, exposure to informational text, students’ prior knowledge and punctuation marks are the core attributes to the challenges of reading comprehension. In brief, the paper contends that the use of fictional stories as the learning strategy can enhance reading comprehension of first year students.
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