Ngo Ngué Élodie Gaëlle
Abstract
This article explores EFL students’ poor participation in Reading comprehension lessons under an Exploratory Action Research model. In Cameroon, English language is a required subject. I teach in a purely French-based rural area, thus making it very challenging both to teach and to learn English. Seventy-five 9th, 11th and 12th grades students, mixed-level students from my three classes, whose ages range from 10 to 21, were participants. The data were collected through a questionnaire and a reflective journal in order to answer three research questions. First, an exploratory practice was carried out to understand what caused students’ lack of motivation and passivity. Following the findings of the exploratory practice, an Action Research was carried out with the same three classes in a four-weeks period. Research findings through questionnaires and sample lessons taught revealed that if we move into learners’ area of interest with varied activities, teaching and learning will be more effective. The paper closes with self-reflection on what strategies were successful so as to instil the habit of reading and related activities beyond the classroom.
Keywords
Exploratory Action Research; Teaching Reading Comprehension; Rural Settings; Reflection
How to cite (APA)
Ngo Ngué, É. G. (2025). Investigating ways of making reading comprehension lessons more participative and successful. ELT Classroom Research Journal, 2(2), 81–97. https://doi.org/10.23350/eltcrj.226
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