Teachers’ Feedback Strategies and Implementation of Peer Inquiry Strategy in Prose Literature-in-English Classrooms in Oyo, Nigeria

This study examined teachers’ feedback strategies and implementation of inquiry reading in prose Literature-in-English classrooms in Oyo, Nigeria. The study adopted the survey research design of mixed methods research, using ten (10) senior secondary schools which were purposively selected from Oyo township. The participants were 12 Literature-in-English teachers from 12 senior se ondary schools in Oyo. Instruments used were Teachers’ Feedback Strategies ( r=0.74) and Peer Inquiry Implementation Rating(r=0.77) scales. Two research questions were answered. Data were analysed using frequency counts, percentage and mean.The results showed that teachers’ level of implementation of inquiry reading strategy in prose Literature-in-English was high (weighted mean 2.97). It was also found that teachers mostly used immediate feedbacks in prose Literature-in-English class (Weighted mean 3.07) Based on the findings, it was recommended that teachers of Literature-in English should be exposed to regular professional development programmes to enable them adopt diverse feedback strategies and effect correct implementation of peer inquiry strategy.