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The main purpose of this study was to establish from teachers of English language and students, the ways in which
content expertise for English Language teachers defines learning outcomes. This was geared towards enabling readers
understand the ways in which teachers of English Language handle tasks that create positive impact. The study was conducted
on a sample of 208 respondents obtained from a population of using stratified and simple random sampling techniques. The
study used mixed methods research design. The findings revealed that teachers’ creation of opportunities for students to
demonstrate possession of skills is related to development of reading skills and if students are allowed to demonstrate the
skills they possess, they are able to exhibit speaking skills in various ways. Furthermore, reading together is essential in the
learning of new materials. The results indicate that it is easier for students who read tests in groups to discover more about
poetry and novels, thus, obtaining new information, which translates into exposure to reflect what would be required in the
English Language curriculum. The use of body language also influences learners’ outcomes especially in terms of; learning
new materials that are pick up poetry books, pupils difficulty recalling material from previous day’s lessons and quality of
pupils’ reading skills. The study recommends the use of extra materials especially where the student enrollment rate is very
high. This is intended to make sure that performance for each student is monitored at individual level without compromising
efforts of slow learners. It also recommends that while preparing lessons for teaching, learners’ expectations should be
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