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A quasi-experimental design used forty (40) Junior Secondary II students from Kaduna North and South. Government Junior Secondary School Doka served as the experimental group and Government Junior Secondary School Makera as the control group. After six weeks, both groups completed two reading comprehension tests and a t-test examined the hypothesis. 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A sample of forty (40) Junior Secondary II students from Kaduna North and South were used for the study. The study was quasi experimental. Government Junior Secondary School Doka was used as the experimental group while Government Junior Secondary School Makera was used as the control group. Both groups were assessed after six weeks of teaching using two reading comprehension tests. T-test was used to test the hypothesis raised in the study. The findings revealed significant differences in the performance of students taught reading comprehension using joint productive activity. Based on the findings teachers are encouraged to use joint productive activities in teaching reading comprehension. This is a positive deviation from the traditional practice in Nigeria where a teacher is regarded as the sole custodian of knowledge and students are empty tabula rasa who should be passive during class teaching. Teachers need to exploit this new approach by designing teaching comprehension activities that will require second language learners ’ collaboration and active participation in accomplishing tasks jointly in class with the teacher.  \nKeywords: Productive activity, SLA, Reading  \n1. Introduction/Background to the study  \nStudies such as (Oyetunde 2009, Olaofe 2013, Yusuf 2005, 2011, 2013) have attributed students’ poor performance in reading, to lack of appropriate methods of teaching reading, among other factors. Alvermanu, Dillon and O’Brien (1987) Umolu and Oyetunde ( 1991) and Odumuh (1997) have equally asserted that the inability of students graduating from most Nigerian secondary schools unable to read in English have assumed such alarming proportion in the past decade that a study such as this becomes necessary.  \nIn today’s complex society, reading is a critical skill for children’s success both in and out of school. In the school setting, children are expected to read textbooks. Assignments are given to them on the assumption that they can obtain information from the printed page independently. Outside of school children still need good reading ability to cope with the challenges of their everyday living.  \nIn view of all of the above, any effort made towards ensuring that children develop efficient reading skills is neither wasted nor misplaced. As a matter of fact, if children develop good reading skills and a love for reading, they have a key tool, which will help them continue learning and growing.  \nAs learning to read is a continuous process, the conditions of instruction at the basic education level significantly affect the extent to which the learner will eventually attain the required level of literacy. It is at the basic education level that students are expected to develop some basic reading skills. This, however, is often not the case for second language learners in Nigeria. Most pupils, especially those about to enter JSS one, are deficient in basic reading skills. Some of them cannot even read a word of English at primary six, and there is ample evidence that a high proportion of pupils are at a stage when they need further developmental read","cbCaiaJ8cAfsL5JR","https://ap.wps.com/l/cbCaiaJ8cAfsL5JR","pdf",167221,"English","# Abstract\n# 1. Introduction/Background to the study\n# 2. Review of Related Literature","[{\"question\":\"What was the study investigating?\",\"answer\":\"The study investigated the impact of using joint productive activity on second language learners’ reading comprehension performance at the basic education level in Nigeria.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a quasi-experimental design with forty (40) Junior Secondary II students. It compared an experimental group taught with joint productive activity and a control group taught without it, assessed after six weeks using two reading comprehension tests.\"},{\"question\":\"What were the key findings and implications?\",\"answer\":\"The findings revealed significant differences in students’ reading comprehension performance when taught using joint productive activity. Teachers were encouraged to adopt this collaborative approach by designing comprehension activities requiring learners’ joint collaboration and active participation.\"}]","Advances in Language and Literary Studies - Vol. 4 No. 1 - Impact Of Using Joint Productive Activity Approach On Second Language Learners’ Performance In Reading Comprehension | PDF",1792067872,15]