**6. Conclusion**

The fundamental aim of this chapter was to measure the extent to which terminated learner groupings as a way of responding to the COVID-19 social distancing logistics had any influence on language enhancement. Importance of this investigation is reaffirmed as all the underlying discussions for this article have been proven to be aligned with the model of teacher change [14]. An examination of disbanded learner groupings led to the key finding outlining that indeed group work yields best results in relation to reading proficiency in leaners. From the data analyzed, it has become eminent to note that restricted groupings of learners in the current schooling situation seem to have an effect of redundancy toward a healthy reading culture. As perceived by the authors of this chapter, a nation with restricted or deprived culture of reading is tantamount to a vehicle expected to be in motion, yet fully loaded with a dead engine. Findings of this investigation therefore imply that despite the restrictions to group learners in classroom settings, language teachers are faced with a huge task to motivate the young, yet highlighting to them that with time they need to develop responsive attitudes with that sense of individual drive toward their learning, as the current state of affairs has led to all scholars being held up in the predicament of self-studies, of which no one had ever anticipated. Henceforth, authors recommend that managerial implications of this investigation be vested on the policymakers to redesign functional policies that would act as alternatives into restoring worthwhile sitting plans, yet, rebuilding that sense of inner ambiguity among learners no longer able to collaborate with peers as was in the previously disbanded learner groupings.
