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APPLICATION OF READER-RESPONSE THEORY  
IN EFL TEACHING AND LEARNING IN NIGERIA 

 

Abraham Temitayo Adewoye 
Cyprus International University, Institute of Graduate Studies and Research, Lefkosa, Turkey. 

 
sholleymatui@gmail.com  

 

ABSTRACT  

This research article focuses on the interventions to enhance English language teaching and 
learning through literature in Nigeria's senior secondary school educational system. The 
research looks at the application of reader-response theory to the teaching of literature to 
realize its ability to improve students' quantity and consistency of talk in the English 
language classroom. The underlying ideas were whether the reader-response approach 
would broaden the reach of communicative language instruction beyond literature-based 
classrooms and provide the ability to build learner independence outside of the classroom. 
However, the study would also emphasize the advantages of this technique, such as 
increasing language competence and abilities and offering more suitable cognitive 
difficulties to Nigerian senior secondary school students enrolled in an English language 
course. The results suggest that the basis of knowledge-base, in this case, the high school 
curriculum, did not lay a strong knowledge base framework.  

Keywords: Curriculum, English Language Teaching, Literature, Reader-Response Theory 

 
INTRODUCTION 

In Nigeria, English is one of the required subjects in senior high school. Listening, 
speaking, reading, and writing is the four skills that makeup English. Reading is one of the 
skills that contribute significantly to the progress of language learning. We gain knowledge 
in life primarily by reading, which is why reading is so critical. According to Westwood 
(2016), readers who comprehend what they are reading can better predict, infer, and relate 
the text or details on the website. The majority of curriculum revisions have aimed to re-
examine the purposes, priorities, strategies, processes, and resources used in the successful 
execution of the English curriculum over the years. In reality, one school of curriculum 
theory claims that the implemented curriculum is the most successful. However, there are 
two other viewpoints from which curriculum should be examined before this feat in the 
curriculum is accomplished: prescription; intended curriculum, and practice; a curriculum 
that has been implemented According to Hendrix & Griffin (2016), in ideal conditions, what 
is recommended, what is practised, and, as a result, what is accomplished, as a result, will be 
a perfect match. In the Nigerian context, one would expect English as a Second Language 
(ESL) learners to be educationally, grammatically, and cognitively competent in social 

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contexts outside the education system after good ages of knowledge in English and using it 
for teaching at the prime and secondary stages, which is the end objective. 

On the other hand, the sociolinguistic facts are distinct in that English in Nigeria is 
essentially a restricted code language. As a result, the challenge raised by this situation has 
become one of the most pressing concerns in our educational system in recent years, 
especially in elementary and secondary schools, which have seen a significant decline in 
English learners' expressive and linguistic competence (McCullough, 2017). The condition at 
the high school level is one in which the aim is to transfer rather than master English. The 
situation at the high school level is one in which the objective is to communicate rather than 
master English. However, in a real-life communicative context, the ability to comprehend a 
language and generate it in clear communication isn't just about following a descriptive 
requirement, which is emphasized in examination-oriented English programs. This is 
because actual language use necessitates a wide range of information that has never been 
attempted to be crammed into manuals or grammar. 

The acceptance of English as a means of intra-national and inter-national contact is 
due to the multilingual and multicultural existence of the Nigerian polity on the one hand 
and the lack of a national unity indigenous language on another. More specifically, English 
has become the pivot around which Nigeria's educational wheel revolves. In addition to 
being a mandatory school subject that must be adopted at all educational levels in Nigeria, 
the language serves as the medium of instruction for all academic subjects from elementary 
schools to universities. In recent years, a significant cause of the decrease in educational 
development and personal standards in Nigeria has been attributed to students' mixed 
attitudes in English language national exams (Garzon & Castaneda-Pena, 2015). One of the 
most profound issues that EFL students face in their specific course of study appears to be 
having difficulty completely understanding the contents and concepts of the different 
subjects of the curriculum taught in the target language. This is the same issue that Nigerian 
ESL students face in public exams, where they perform poorly in different school subjects. 
This could be attributable to their shortcomings in the English language, the medium of 
instruction, which could damage their overall academic performance. When students lack 
proficiency in learning, they will inevitably struggle in the target language's school subjects. 
As a result, the overall success of Nigerian ESL students is heavily reliant on their English 
language skills. Due to the conflicting attitude among students and teachers, this paper 
examines the views these two categories have on the use of Reader-Response, particularly 
in Nigeria. 

The Construction of Meaning in Reader Response Theory  

The reader-response theory is founded on the idea that a literary work occurs in a 
reciprocal partnership between the reader and the text. The reader deconstructs literature 
and connects it to their personal experience (Gibbs et al., 2016). Emotional reactions that 
arise from this mutual bond may help to cement classroom learning. Rosenblatt's 
transactional perspective affirms that readers build their own experiences. The text activates 
a stimulus that acts as a guide, a regulator, a blueprint, and a means of understanding. 

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To put it another way, the text stimulates the reader's early encounters with 
literature and life; it controls the collection, dismissal, and order of what is presented; and it 
governs what should be brought to the reader's attention. According to reader-response 
theory, the reader creates meaning from the text using either an aesthetic or efferent stance. 
Aesthetic reactions provide readers with a range of options for paying attention to the 
reading experience. The readers are expected to consider a variety of potential 
interpretations. 

Efferent responses, on the other hand, provide a continuum for readers to create 
context. The readers are supposed to have a straightforward answer to the text's context. 
Efferent stance is concerned with what readers rely upon in reading, while aesthetic attitude 
is associated with what readers have encountered. The term efferent refers to a type of 
reading in which the focus is primarily on the information to be retrieved and maintained 
after the assignment is completed. The ideas, facts, instructions, or conclusions to be kept, 
used or acted on after the reading are abstracted out and analytically structured (Pope & 
Round, 2016).  

Learners improve their thought skills, gain exposure to other cultures, speculate on 
concepts and expand their understanding of them, enhance their interpretive skills, and 
sharpen their creative writing abilities through the process of meaning building. Teachers 
and curriculum, on the other hand, have a significant impact on response. Teachers have a 
substantial effect on whether or not readers react positively to literature in discussions. The 
level of learner response is influenced by the instructional methods used by teachers and the 
literature they choose. Several factors governed by the instructor in classroom 
environments, according to Hickman (2016), affect learner responses. 

• Emphasizing the quality and relevance of titles for classroom use 

• Choosing literature-related resources based on students’ ability to ensure that they 
access the text 

• To recapitulate the stress of discussions and events, offer a gist of literary texts. 

• To accommodate learners and literature research, provide recommendations, 
encourage high expectations, claim the importance of literature, acknowledge 
flexibility in time and space, and cater for materials. 

• Allowing students to ponder literary texts in detail and become sense creators 
invigorates learning. 

According to reader-response theory, the reader is an active agent who gives the work 
"true life" and completes its meaning through interpretation. According to reader-response 
criticism, literature must be regarded as a performing art in which each reader produces 
their own, probably exceptional, text-related output. It is opposed to classicism and the 
Based On new theories. The reader-response approach is based on an attempt to illuminate 
the reader-text relationship. "Literary texts often include social dilemmas and conflicts," the 
underlying concept goes. Readers must react personally to such reading." (Gibbs et al., 2016). 
The theory concentrates on various roles readers can adopt while engaging in reading for 

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readers to make sense of these written works. Reader response theory is based on the idea 
that readers and the text play a role in interpreting an overall experience. 

The attitude of students and teachers on the nature of the English Curriculum in 
Nigerian Schools 

In today's learner-centred approaches to teaching in particular and language 
teaching, learners' needs are potentially fundamental. The preparation of a successful 
language education program begins with a needs review. Although the ESL curriculum is 
chosen and presented for hypothetical and unrestrained purposes, a slight focus is put on 
communicative aids in social settings both in and outside the Although the verbal and 
straightforward material in the syllabus is expected to encourage communicative abilities, it 
is firmly found that students still have low abilities in everyday life communication 
situations. 

Curriculum concerns resulting from the National Policy on Education (NPE) involve, 
among several other things, escalating vernacular as a way of fostering communal justice. 
Conversations, formal harmony, and cultural safeguarding. As a result, the English syllabus 
not lone provides material but besides allows ESL teachers to apply required linguistic 
insights and create necessary activities for their students. It is intended to encourage the 
students to learn the fundamentals of the language and supposed that the linguistic 
perspectives can assist ESL teachers in interpreting and characterizing language learning in 
terms of efficient and responsive language learning. Equally these skills remain required for 
communicative language capability. 

When considering the basis of the English curriculum including the aims, priorities, 
strategies, and resources, it is fair to assume that an over-reliance on textbooks that do not 
adequately treat lesson contents should be discouraged. As a result, in the classroom 
teaching and learning phase, communicative engagement can take the form of multiple 
interactions, including both vocal and non-vocal communication (Blentyne & Varga, 2016) 

The communicative methodology aims to provide students of English as an additional 
language with a normal situation to engage in unrestrained happenings. Such will allow 
students to seek from the outset to comprehend, and there appear to be flaws in the teacher's 
approach compared to learner-centred approaches. Overcrowding in classes, for example, is 
one of the causes of these shortcomings. Lack of teaching materials, pressure to cover the 
course content in a short amount of time, and a lack of motivation for teachers to do their 
best; thus, English professors instruct students in the language. Mechanically, students learn 
as well, with little involvement in the creation of their knowledge. As a result, rather than 
appropriate teaching and linguistic professionalism, teaching and learning activities become 
teacher-centred, focusing on cognitive, and educational outcomes. 

Most language teachers are wary of communicative methods because they are afraid 
of incorrect and ill-formed sentences, which communicative practices, whether spontaneous 
or directed learning, can encourage a desire to learn communicative skills. Their fear of the 
target language being fossilized or pidginized should not be a justification to avoid it (Pope 
& Round, 2016). It is critical to encourage students to use the English language for accurate 
communication rather than with the intent of imposition of grammatical constructs and 

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meanings abstracted from their social contexts or circumstances. This means that English 
teachers must devise activities that will enable students to participate fully in the 
educational activities taking place in school. In light of this, a group of language educators 
argues that task-based learning should not believe that language must be homogenized and 
exercised in small chunks, but rather that language is learned when learners are forced to 
use some or all of their linguistic resources to communicate meaningfully. Several secondary 
school teachers are more associated with distributing facts, knowledge, and concepts about 
how to do this except that in the classroom setting than with teaching communication skills 
or helping children to do and learn, practice, and participate in language activities aimed at 
developing communications competence or expertise. 

LITERATURE REVIEW 

Reader Response Theory  
Westwood (2016) has eloquently stated that reading literature is an exploration in 

which readers use feelings and histories to create meaning. Context, according to her, is built 
by a transaction between the reader and the author. In the trade, learners bridge the 
differences in the text using their prior experience and disposition and their comprehension 
of the text (Thomas,2020). The transactional view of reaction, which stems from 
Rosenblatt's work, holds that the reader is "not treated as a separate agent acting upon the 
world, nor the environment acting on the organism, but all parts acting like a complete 
occurrence" (Garzon & Castaneda-Pena, 2015). After all, the reader's perceptions or 
definitions "are a product of the reader as well as the text"(Ghandehari,2017). This complex 
reading method would enable the reader to elicit a reaction to a text's events and characters 
by involving his or her emotions and thoughts. It is essential to keep in mind that active 
reading, emotional and analytical interest in the text, sense construction, and response 
elicitation are imperative aspects of literature debates (Mart, 2019). 

According to Westwood (2016 ), RRT improves students' reasoning abilities. 
Furthermore, as quoted by Garzon & Castaneda-Pena (2015), contends that the instructor 
should consider "various definitions" of a text rather than just the "literal understanding" 
because it allows for innovative and analytical thought in the classroom. In other words, 
using Reader-Response theories helps students to understand diverse points of view, 
encourages them to speak up and participate in discussions, and trains them to be innovative 
and imaginative thinkers. 

There are three additional languages during formal education time in Nigeria: Hausa, 
Yoruba, and Igbo (Park, 2016). These languages are taught in the junior grades. Nigeria 
stated that the initial three years of essential learning should be taught in the child's native 
language (Kelly et al., 2016). English is the language of contact after the first three years of 
formal education before completing formal education. This strategy element is not as strictly 
enforced in private learning institutions. The program's immediate focus on English as a 
language of teaching and learning was its prominent presence in the world's national 
languages and as a means of instruction in the Nigerian education system (Blentyne & Varga, 
2016). The English language has helped Nigeria gain access to foreign communities.  

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This demonstrates to ESL teachers that what is most important is not the text's 
referential concepts but what students can make of them. Language teachers seem to be 
particularly interested in teaching both efferent and aesthetic literacy "(Ghandehari,2017). 
This could help to balance language instruction of form and meaning-making. 

Literature: An Earlier Onset on the Use of Literature in Language Teaching 

The use of literature in ESL classes may be a powerful method for working with 
writing. Nonetheless, specific literature experts argue that the use of literature in writing 
courses is inappropriate because literature "is only suited for the study of literature" ( 
Hendrix & Griffin,2016). Despite these historical ramifications, it is remarkable to contend 
that literature has a presence in all modes of ESL teaching today. There are several 
advantages of using literary works in ESL instruction. Literature texts are inspiring sources 
for language learning because they involve learners in the lessons suggested in the classroom 
and enable them to study the language they are learning in a more formal setting.  

According to Raditsebe (2016), ESL students may be strengthened in a demanding 
proposal to meet their learning targets by using everything from reader-response e-journals 
to literature. Literary text critics contend that the vocabulary used in academic texts is 
complex, artificial, and even grammatically incorrect. Students can, however, encounter 
difficult words and unnatural ways in their everyday lives and use of English. 

Promotion of critical thinking through literature 

Raditsebe (2016) provides a six-level perception hierarchy. In this model, a person 
starts with the fundamental level, known as the information level, and then progresses to the 
comprehension level. Students must characterize, illustrate, say, classify, mention, call, 
clarify, discuss, distinguish, and restate these lower-order thought skills ( Hendrix & 
Griffin,2016). The thinker advances through the intellect ladder until he or she hits the most 
complex stage, which is assessment. Individuals at this stage appraise, judge, or criticize 
based on clear expectations and requirements. It may be argued that attention is turned 
toward what is immediately lived through in the transaction with the paper, toward what is 
being formed as the plot or the poem concerning RRT (Thomas,2020). Individuals advance 
in small measures. This means that one must learn one step before moving on to the next. 
This does not mean that each move operates independently or that thought is made up of 
fragments. As a result, human learning is a cyclical phenomenon in which we actively link 
our convictions and personal ideals to our skills to develop more complex thought processes 
"(Ghandehari,2017) 

Proponents of the communicative approach to language instruction have agreed that 
using natural resources is a practical initiative for developing language learners' 
communicative skills. Based on the claim that conventional grammar teaching is fragmented 
and artificial in terms of negotiating significance, the use of literature confirms substantive 
communication success as a result of contact with genuine content. Literature can help 
language learners develop their speech repertoires. According to Mart ( 2019)., the function 
of literature is not to include details about specific pieces of literature in the syllabus but to 
get learners to understand how these particular pieces exemplify more general concepts of 

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communication. The presentation of literature to students will help them become more 
aware of how vocabulary is used to communicate. Adapting literature broadens not only 
communicative skills but also empowers imaginative abilities. 

Theory-Literature Reading Connections 
What is important to note is how the relation between literature reading and RRT 

was made. According to (Gibbs et al., 2016), reader-response critique focuses on 
understanding how the reader can collaborate with the author of a text to create context and 
how Nigerian students can benefit from their experiences reading literature and discussing 
interpretations others. Educating student-teachers and developing English curricula must 
take into account who they are and where they are going. As a result, the approach to reading 
literature is a way to improve English students’ and teachers' comprehension of the language 
as a whole and directly links with their lives and the environment. According to Yilmaz ( 
2018), the teacher's power should value the authentic essence of literature itself. However, 
it should be noted that RRT was not initially developed as a language learning technique, but 
it has been modified and accepted by scholars in the applied linguistics domain. 

Assessment  
Although no large-scale comprehensive studies in adult learning have been 

conducted to establish those ties, the Improving Formative Evaluation initiative is 
demonstrating the significance of identifying the links between legislation, teachers' and 
students' attitudes about learning, and the results of assessment practices in adult literacy 
and numeracy programs (Blentyne & Varga, 2016); as a result, the analysis is analytical 
primarily, with only tentative generalizations regarding appropriate practice. Nonetheless, 
it emphasizes preliminary messages on good practice and proposes prospective study issues. 

Texts of various types may be used, including narration, descriptive, description, 
recount, facts, essay, exposition, and argumentation. According to observations made by the 
researcher during the teaching practice program, the narrative is the students' preferred text 
genre. The three facets of substantive, engaging, and inspiring can be compared to each other 
in the learning process by a narrative (Hendrix & Griffin,2016). A narrative has many 
different styles, including passion, humour, science fiction, suspense, and many others. 
According to Blentyne & Varga (2016), the narrative has the aim of presenting a story in 
which it offers either the readers or the viewers a way out of difficulties and also brings the 
story alive by expressing the three values of social, spiritual, and moral from the story to real 
life. 

METHODS 

A review of the teachers and students of the English language on the teaching and 
knowledge of grammar word difficulties in Nigerian institutes, especially at the children's 
level, was investigated in this study. Teachers' and students' English ability, schoolroom 
methods for teaching word difficulties, and scholars' methods of resolving word difficulties 
were all evaluated in this way. The impact of the treatment on learners' ability to solve 
algebraic word problems was then studied. 

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The methodology for pulling information for the subject is presented in this chapter. 
Secondary data analysis was used to select papers and comprehensive research on the topic 
for this analysis, and the findings were then examined and the results provided. The 
information presented in this study was collected from secondary sources of data; Secondary 
research, also known as desk research, is a form of research that uses data that has already 
been collected. 

Data Sources and analysis criteria 

The information in this article was collected from books, published sources, journals, 
government records, and websites. Secondary data analysis is the method of evaluating data 
that another researcher has obtained for a different reason. Scholars use secondary data to 
save time and money that would otherwise be spent collecting primary data. The criteria for 
making the analysis involved: 

• Locating data from different sources; involved how the information was accessible 
and where it was located 

• They evaluate the relevance and validity of the information, considering essential 
points such as when the data was collected and if it relates to the topic under study. 

• Determining the credibility of the data; Constructing the initial researchers' 
credentials, looking for a complete explanation of methodology, including any issues 
found, determining how compatible the data is now with data from various sources, 
and evaluating if the information has been used in any reliable published research. 

RESULTS AND DISCUSSION  

Before they can enjoy literary texts, students must first learn to speak and understand 
English. Since the teaching of literature is rooted in the broader purpose of improving 
language proficiency, it is vital to consider the spa Communicative Approach spaces. In the 
context of this report, I interpreted PCK in teaching literature to ESL students in Nigerian 
secondary schools to refer to the various ways in-service trainees turn subject matter for 
teaching. As they read comprehension passages and multiple genres of literature with the 
students, they will likely use techniques such as discussion of the different aspects of 
literature, such as symbolic vocabulary, characterization, storylines, stories, and 
environments. On the one hand, teacher trainees must consider the varied language 
experiences of their pupils and their various levels of preparation while teaching at the 
secondary school level. Teachers must develop students' prior learning; an example of PCK 
will be guiding students to differentiate between various genres such as fiction, novel, drama, 
play, and poetry; and teacher trainees with deep content expertise would be able to organize 
and reflect such subject matter by responding to their students' varied interests and abilities. 

Recommendations  

The research showed the importance of teachers improving their students' post-
reading practices. These events mainly consisted of book reviews and narrations of 
previously read stories. Teachers must delegate more complex assignments to their students 
to teach them to read thoroughly and to foster a literacy community in their classrooms. A 

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school with a better reading community would need to bring systems in place, such as 
libraries, to provide vigorous and comprehensive reading. The long-term viability of these 
tools is critical to the survival of the reading world. This will result in students becoming 
passionate readers. With the help of their teachers, they will also be encouraged to engage 
in fun and meaningful post-reading experiences such as discussing what they read or 
dramatizing the material of the books. The post-reading exercises would likely increase 
students' proficiency as well. 

Conclusion  

Reader response theory is a reader-centered approach to teaching successful literacy. 
The reader-response approach to improving literacy education engages all learners by 
emphasizing the value of the transaction between a reader and a book. Teachers can use this 
element of the philosophy to motivate students to become habitual, ardent readers. Reader 
answer provides teachers with the ability to meet the needs of all students and engage them 
at levels relevant to their progress. Teachers can entice more students to explore the field of 
reading and stay for a lifetime by encouraging them to intersect their previous expertise and 
diverse, personal encounters with their lessons of literature. The present research 
investigated the reading perceptions, behaviors, and activities of in-service teacher trainees 
in Nigerian secondary schools to determine the degree to which literature is embedded and 
valued in the classrooms of their ESL students. The theoretical starting point was the idea of 
Pedagogical Content Awareness, which argues that teachers need pedagogical skills, deep 
academic rigor, and knowledge of curriculum design objectives and accessible resources. 

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