UNIVERSIDA
ÁR
TITULACI
The influence of
AUTORAS:
Guerra
Pozo H
DIRECTOR:
Salced
DAD TÉCNICA PARTICULA
ÁREA SOCIO HUMANÍSTIC
CIÓN DE LICENCIADO EN CIENCI
EDUCACIÓN MENCIÓN INGLÉS
of large classes in the English language t
process in Ecuadorian high schools
Trabajo
erra Velasco, María Verónica
o Hernández, Adriana Isabel
cedo Viteri, Karina Soledad Mgs.
Centro Universitario San Gabriel
2014
LAR DE LOJA
ICA
CIAS DE LA
ÉS
e teaching-learning
APROBACIÓN DEL DIRECTOR DEL TRABAJO DE FIN DE TITULACIÓN
Magister
Karina Soledad Salcedo Viteri
DOCENTE DE LA TITULACIÓN
De mi consideración:
El presente trabajo de fin de titulación: “The influence of large classes in the English
language teaching-learning process in Ecuadorian high schools” realizado por Guerra
Velasco María Verónica y Pozo Hernández Adriana Isabel, ha sido orientado y
revisado durante su ejecución, por cuanto se aprueba la presentación del mismo.
Loja, febrero de 2014
DECLARACIÓN DE AUTORÍA Y CESIÓN DE DERECHOS
“Nosotras, Guerra Velasco María Verónica y Pozo Hernández Adriana Isabel,
declaramos ser autoras del presente trabajo de fin de titulación “The influence of
large classes in the English language teaching-learning process in Ecuadorian high
schools” y eximimos expresamente a la Universidad Técnica Particular de Loja y a
sus representantes legales de posibles reclamos o acciones legales. Además
certificamos que las ideas, conceptos, procedimientos y resultados vertidos en el
presente trabajo investigativo, son de nuestra exclusiva responsabilidad.
Adicionalmente declaramos conocer y aceptar la disposición del Art. 67 del
Estatuto Orgánico de la Universidad Técnica Particular de Loja que en su parte
pertinente textualmente dice: “Forman parte del patrimonio de la Universidad la
propiedad intelectual de investigaciones, trabajos científicos o técnicos y tesis de
grado que se realicen a través, o con el apoyo financiero, académico o institucional
(operativo) de la Universidad”.
f ………..……….. Autora: Guerra Velasco María Verónica Cédula: 0401144969
DEDICATION
My dedication is to my whole family for motivating me to finish my career. This
work is especially dedicated to my husband who loves and supports me all the time
to keep on studying. An especial dedication also goes to my two daughters for their
unfailing encouragement that has helped me a lot to reach this important stage in my
life.
Verónica Guerra
I dedicate this thesis to God for being the strength of my life, for giving me
the gifts of wisdom, and for offering me the opportunity to finish my studies. To my
parents for their unconditional support, which has fulfilled my life with useful
values. Also, I dedicate this research to my family for always giving me their love
and time to achieve the Bachelor’s degree in Teaching English as a Foreign
Language.
ACKNOWLEDGMENT
We want to thank the Universidad Técnica Particular de Loja and to the EFL
teachers for their powerful contribution to our career. Especially, we thank all those
educators and people who have offered us their continuous guide, help, and
CONTENTS
COVER……...i
APROBACIÓN DEL DIRECTOR DEL TRABAJO DE FIN DE TITULACIÓN ii DECLARACIÓN DE AUTORÍA Y CESIÓN DE DERECHOS…………...…...iii
DEDICATION...………...iv
ACKNOWLEDGMENT……….………..v
CONTENTS………...……….. vii
ABSTRACT... 1
RESUMEN...2
INTRODUCTION………..…….… 3
METHOD………...6
DISCUSSION………..………….7
Literature Review…...……….…7
Description, Analysis, and Interpretation of Results………....22
Conclusions...………...……….52
Recommendations…...53
REFERENCES………...54
ABSTRACT
This research investigated the influence of large classes in the English language
teaching-learning process in Ecuadorian high schools. The method was quantitative.
The research was conducted in two public high schools in San Gabriel in 2013. The
sample consisted of one hundred ninety one students from 8thbasic education to 3rd
year of senior high school
The field research required the researchers to collected data through surveys which
were applied to the students. In this case, the participants were surveyed at the end of
their regular class schedule. To stimulate the students’ participation, the questions of
the survey were administered in Spanish. There were one hundred ninety one
answers responses in total.
Once the research was conducted, it was possible to determine that the English
teaching- learning process in the public high schools, where the research was carried
out, is affected negatively by both the large number of students since not all of them
participated in the EFL classes actively and the teachers who were not able to give
individual attention to each learner.
Key words: large classes, English teaching-learning process, instructional, social and
RESUMEN
Este estudio investigó la influencia de clases numerosas en el proceso de
enseñanza y aprendizaje del idioma Inglés en las escuelas secundarias del Ecuador.
El método fue cuantitativo. La investigación se realizó en dos escuelas secundarias
públicas en San Gabriel en 2013. La muestra estuvo conformada por ciento noventa
y un estudiantes, quienes fueron del 8vo año de educación básica al 3er año de
bachillerato.
La investigación de campo requirió que los investigadores recolecten datos a
través de encuestas aplicadas a los estudiantes. En este caso, los participantes fueron
encuestados al final de su horario de clases regular. Para estimular la participación de
los estudiantes, las preguntas de la encuesta fueron administradas en Español. Hubo
ciento noventa y un respuestas en total.
Una vez que la investigación fue conducida, se encontró que el proceso de
enseñanza y aprendizaje de Inglés en las escuelas secundarias públicas, donde se
realizó el estudio, es afectado negativamente tanto por el gran número de estudiantes,
ya que no todos ellos participan en clase, como por los profesores que no pueden dar
una atención individualizada a cada alumno.
Palabras claves: clases grandes, proceso de enseñanza-aprendizaje de Inglés,
INTRODUCTION
A serious situation that has been widely observed in Ecuador is when the students
finish high school, their English writing and speaking skills are not good enough
although they have studied for six years the foreign language; therefore, their
language communicative competence limits their academic performance.
Furthermore, it is worth mentioning that the Ecuadorian government has
made significant decisions with the aim of providing students with the opportunity to
improve the English learning process. For example, in 2012, the Ministry of
Education promoted the implementation of important policies and strategies to
design a high school curriculum according to international standards, such as A1, A2,
and B2.
On the other hand, it is necessary to point out that the large number of
students is an aspect that affects the quality of instruction. In Ecuadorian high
schools, large classes are part of the reality that the teachers and students deal with
during the English lessons. The large number of students may influence on the
teaching-learning process in a positive or negative way; therefore, it is necessary to
investigate large classes.
For the reasons given above, it was proposed to conduct a research on the
influence of large classes in Ecuadorian public high schools so that it can be
determined whether the large number of students affects the English teaching and
learning.
One relevant point to mention is that this study attempts to answer three
questions as follows: 1) what instructional implications do large classes have on the
teaching-learning process?; and 3) what psychological implications do large classes
have on the teaching-learning process.
Another relevant point to mention point out is that previous studies on the
influence of large classes on the English teaching-learning process have been
conducted. Blatchford, Bassett, and Brown (2011) carried out a research to examine
the effects of class size on pupil classroom engagement and teacher-pupil
interactions. The researchers found that in large classes the active interaction with the
teacher is reduced because students spend more time listening to the educators than
talk to the whole class.
Moreover, Ahmad, Khan, and Munir (2013) carried out a study to investigate
the factors that affect the English learning process. The researchers found that classes
are overcrowded, individual attention is not paid to the students, and the teachers are
not qualified enough to teach English and do not have adequate knowledge of
teaching methodologies.
Furthermore, Al-Husseini (2009) conducted a research to find the factors that
influence the perceptions of teachers of large classes. The researcher concludes as
follows: teachers’ perceptions are influenced by their concerns with the success of
teaching; teachers are not able to pay attention to students individually; teachers are
not capable of making all the students participate in a classroom discussion; it is hard
for teachers to check the work of the students during the class; it is difficult to teach
pronunciation and writing; and it is impossible for teachers to cover the syllabus
within a given period of time.
Having mentioned previous research done on the influence of large classes on
the English language teaching-learning process, it is necessary to comment that
students, educational institutions, and authorities because the findings will allow
them to take the necessary action in order to improve the teaching quality.
This study also offers a valuable contribution to the high schools where the
research was conducted since its results will encourage teachers and authorities to
implement norms that contribute to the English knowledge of the students and to
improve their learning.
At this point, it is necessary to mention that the present research was
conducted without any limitation which facilitated the researchers to investigate the
influence of large classes on the teaching-learning process in Ecuadorian public high
METHOD
Setting and Participants
This study was carried out in two public high schools in San Gabriel, Ecuador
in 2013. The high schools were located in the north part of the city. The participants
included one hundred ninety one students who were drawn from 8th basic education
to 3rdyear of senior high school. The age of the participants was about 12-17 years
old.
Procedures
In the investigation, a literature review was conducted to support the current
research in a theoretical and bibliographical way. The literature review included
important topics such as teaching approaches and methods, class size, managing
learning, managing large classes, activities for working with large classes, seating
arrangements, classroom space, and different levels of proficiency. The literature
review also contained relevant information of five previous studies done on the issue
of the present research. The literature review was conducted by researching books
and some reliable journals on language research.
In addition, a field research was conducted. The field research required the
researchers to use questionnaires, which contained questions in Spanish, in order to
collect data; this means that the information was gathered by surveying all the
students who participated in the study. Such data provided useful information of the
influence of large classes in the English language teaching-learning process in
Ecuadorian high schools.
The results obtained in the surveys were analyzed quantitatively, for which it
was necessary to draw 21 graphs and analyze each question that the participants
DISCUSSION
Literature Review
To support the current research in a theoretical and bibliographical way, this
section presents the literature review which includes relevant topics such as teaching
approaches and methods, class size, managing learning, managing large classes,
activities for working with large classes, seating arrangements, classroom space, and
different levels of proficiency. The literature review also includes significant
information of five previous studies done on the matter of the present research. All
the topics which have been mentioned previously are described below.
Teaching Approaches and Methods
To start discussing this topic, it is relevant to provide a definition of approach
and method. Referring to the first one, Davies and Pearse (2001) define approach as
a teaching way which focuses on notions of language, learning, and teaching. With
regard to the second one, the same authors define method as a teaching-learning way
related to specific instructions of activities and techniques that are used in a language
classroom.
Once given the above information, it is necessary to mention that there are
different teaching approaches and methods used in a language classroom; the ones
discussed in this literature review are Grammar Translation Method, Communicative
Language Teaching, The Natural Approach, Cooperative Language Learning, Total
Physical Response, Content-Based Instruction, and Task-Based Language Teaching.
Some of the important characteristics of each teaching approach and method are
given below.
texts into and out of the language they learn. These authors state that in Grammar
Translation Method, the emphasis is on reading and writing skills, being the latter
considered as the superior language form. The same authors also affirm that
vocabulary is selected only on texts introduced in the lessons and that a list of words
written in the native and target language is used to teach new vocabulary. Moreover,
Larsen-Freeman (2000) indicates that in Grammar Translation Method, students
learn grammar by memorizing rules and examples and by applying them to other
sentences. This implies that grammar structures are learned in a deductive way. In
addition, Larsen-Freeman mentions that grammatical paradigms, i.e. verb
conjugations, are learned by students when they are taught a foreign language
through Grammar Translation Method.
With regard to Communicative Language Teaching, Larsen-Freeman (2000)
states that the goal of this approach is to promote communicative competence since
students are asked to use the target language to communicate while performing
games, role plays, and problems-solving. Furthermore, this author says that as the
objective of Communicative Language Teaching is to communicate in the language
that is taught, it is necessary for learners to know linguistic forms, meanings, and
functions. Furthermore, Richards and Rodgers (2001) indicate that in
Communicative Language Teaching, a language is learned by students when they use
it effectively to communicate with one another. Three important characteristics of
Communicative Language Teaching mentioned by Richards and Rodgers are as
follows: 1) fluency is a significant part of communication; 2) communication
requires learners to integrate different language skills; and 3) the process of learning
implies both to construct language in a creative way and to use it through trial and
As far as The Natural Approach is concerned, Richards and Rodgers (2001)
point out that this approach is seen as a traditional method of teaching because it
focuses on observing and interpreting how students learn their native and second
language in an informal setting. Moreover, it is important to mention that the same
authors state that from the beginning of a lesson, The Natural Approach emphasizes
language exposure in order to make good the learning preparation; it means that there
is an amount of time in which students hear linguistic input before they make an
effort to produce the target language being learned. In addition, House et al. (2011)
say that in The Natural Approach, the target language provides learners with input in
a meaningful way since techniques such as TPR as well as mime and gesture are
used.
In relation to Cooperative Language Learning, as Richards and Rodgers
(2001) state, this approach encourages pair and small group of students to work on
cooperative activities in a classroom. According to these authors, developing critical
thinking skills and developing communicative competence through socially
structured interaction activities are considered to be the main teaching objectives of
Cooperative Language Learning. Moreover, Larsen-Freeman (2000) comments that
Cooperative Language Learning stimulates students to think in a positive and
interdependent way since they are required to work in a group cooperatively. This
author also says that in Cooperative Language Learning, students usually work in a
same group during a period of time until they are able to learn together effectively. In
fact, Larsen-Freeman adds that learners form groups of males and females, different
ethnic groups, and different proficiency levels learn from each other and get along
Referring to Total Physical Response, Richards and Rodgers (2001) state that
this teaching method focuses on coordination speech action that makes students learn
a language by developing physical activities. For these authors, teaching oral
proficiency at a beginning level and teaching basic speaking skills are two important
aims of Total Physical Response. Moreover, Richards and Rodgers mention three
activities used in Total Physical Response as follows: 1) imperative drills being the
major classroom activity since they are usually used for eliciting physical actions and
activities performed by students; 2) conversational dialogues used after students have
completed one hundred hours of instruction; and 3) role plays centering on everyday
situations such as at a restaurant, supermarket, or gas station.
On this same matter, Larsen-Freeman (2000) indicates that in Total Physical
Response, the target language is used for communication in order to help students
listen to it from the beginning of their learning. This author also states that teachers
in Total Physical Response encourage the comprehension of the language being
taught through the use of pictures and a few words introduced in the native language
of learners. The same author points out that a teacher using Total Physical Response
in his/her classroom considers to be important to make learners enjoy their learning
experience while they learn to communicate in the target language.
As far as Content-Based Instruction is concerned, Richards and Rodgers
(2000) say that in this second language approach, teaching is based on content or
information that learners study. For Larsen-Freeman (2000), in Content-Based
Instruction the learning of language is usually integrated with the learning of some
other content such as an academic subject matter since it has been observed that
academic subjects offer natural content for teaching language. This author, moreover,
authentic subject matter; in this case, students are given different examples, some
redundancy, and comprehension checks. Furthermore, Larsen-Freeman says that in
Content-Based Instruction, students work on meaningful language and content linked
with the context of authentic materials and activities. In addition, Brown (2001)
mentions that Content-Based Instruction might enhance intrinsic motivation and
empowerment due to the subject matter is focused on areas that are important to the
student’s lives.
Regarding Task-Based Language Teaching, Richards and Rodgers (2001)
mention that it is an approach encouraging the use of tasks for teaching a language
and for providing a better context for the activation of the students’ learning; it
means that the core unit of planning and teaching is targeted at making students learn
a language through the use of tasks that can be done in pairs of small groups in order
to facilitate the process of learning. Additionally, Richards and Rodgers state that in
Task-Based Language Teaching, the needs of a specific group of learners determine
the teaching aims; hence, according to both authors, teachers have to select, adapt,
and create the tasks to form them into a teaching sequence suited to the needs,
interests, and language proficiency of students.
Moreover, an important point to remark about Task-Based Language
Teaching is that Nunan (2004) affirms that in this approach the intellectual growth of
students is stimulated through the involvement in sequences of tasks. Another
relevant point to mention is that Brown (2001) states that in Task-Based Language
Teaching, teachers have a well-integrated approach to plan their classes through
tasks that learners use in the real world and make them develop their language skills
At this point, it is pertinent to state that all the teaching approaches and
methods discussed above play a very important role in a language classroom since
they make a powerful contribution to the English teaching-learning process, making
it varied, motivating, dynamic, effective, successful, and enjoyable for students.
Class Size
It is worth starting this topic by remarking that class size implies teachers to
work with a different number of students who attend their English lessons; that is,
teachers have to focus on teaching large and small groups. Regarding small classes,
they allow teachers to get effective results, provide them greater opportunities for
personalized education and individual attention, and help students to learn English
effectively (Blatchford et al. 2003). Furthermore, teaching small classes makes
management learning easy to be handled and enables teachers to establish a good
relationship between them and their learners (Jeffries & Huggert, 2010).
With regard to large classes, Brown (2001) mentions that in large classes
students receive a little attention to their individual work. Besides, they are given less
feedback on their written tasks; and their opportunity to practice speaking is reduced.
More to the point, Blatchford et al. (2003) say that in large classes teachers have
difficulty teaching to the whole class, especially when there are students of diverse
aptitudes.
Managing Learning
The aspects considered in managing learning are instructions, feedback,
timing, and discipline. As for instructions, Gower, Philips, and Walters (2005)
suggest using simple and short expressions; it means that teachers need to give easy
and adequate instructions to students so that they can practice the target language
same set of words while they teach students whose level of the target language is
basic. Furthermore, Wajnryb (1992) suggests giving instructions in a clear way to
make learners develop a class effectively.
Regarding feedback, Gower et al. (2005) state that it enables teachers to help
students check their success and progress. These authors also mention that feedback
can be given through praise, encouragement, correction, and discussions carried out
individually or in group. Moreover, Littlejohn and Hicks (1999) point out that
feedback can be given through evaluation activities and can be offered among
learners and the teacher. Referring to this issue, the same authors say that it is better
for students to give feedback with one another by forming pairs or groups of three
classmates, especially those who are friends with each other, since this provides a
clear focus when they are asked to do a re-written piece of their work drawing on
what each learner has done.
With regard to timing, McLeod, Fisher, and Hoover (2003) affirm that using
time effectively helps students accomplish their learning objectives and provides a
pleasurable environment in which teachers and learners work. Furthermore, an
important point to mention about timing is that Wajnryb (1992) says teachers plan
the time of the lessons to have good judgment in making decisions that affect the
timing during a class.
As for discipline, the cause of it can lie in difficulties at home, in school, or
with friends; these are probably beyond the teachers’ control, but some causes of
discipline problems can lie within a classroom and teachers have to be capable of
resolving them (Littlejohn & Hicks, 1996). In addition, Gower et al. (2005) point out
motivation of the students, the size of the class, the institution environment, and the
respect that learners have for teachers and vice versa.
Managing Large Classes
According to Byram (2000), large classes are considered to be a problem for
language teaching although some teachers manage them in an effective way to make
students succeed in learning. This author also states that some problems that teachers
experience in large classes are management and classroom control. To handle this
problem, Byram suggests teachers to know the names of their students as soon as
possible, to keep activities brief, to ensure that students know what to do, and to ease
transitions from one task to another.
Furthermore, to manage large classes effectively and to attract the students’
attention, Woodward (2001) recommends that teachers use clear eye contact with
learners, use hands up, tap on the board, ring a little bell or shake a tambourine. This
author, additionally, suggests teachers keep students involved from the beginning of
a lesson to create a good working environment in large classes.
Seating Arrangements and Classroom Space
Regarding seating arrangements, McLeod et al. (2003) suggests arranging
students’ desks in sections with spaces from the back to the front and side-to-side
between rows since this arrangement enables teachers to move quickly in the
classroom and examine the progress of the class. Furthermore, Gower et al. (2005)
recommends that teachers take into account the types of chairs and tables of the
classroom to arrange the students’ desks according to the activities planned for their
lesson. In fact, these authors say that the students’ desks can be arranged in
front of the class to see what the class is doing, to control gesture and eye contact,
and to focus on individual needs.
As far as classroom space is concerned, McLeod et al. (2003) say that as
teachers are well aware that the quality of student’s experiences are improved or
reduced by the physical space of a classroom, they make a great effort to create a
lively and rich teaching environment. Moreover, these authors indicate that the space
of a classroom influences both on the amount of attention students pay to the
teaching-learning process and on the way they act and move around the class.
McLeod, et al. also affirms that classroom space affects the instructional program
directly since learners’ misbehavior can result from the lack of space in which they
work. Therefore, it is necessary to use the classroom space adequately to encourage
students to work on their tasks positively and to help them learn in an optimal way
(Gower et al., 2005).
Activities for Working with Large Classes
Bhatnagar and Bell (1979, 263) affirm that “teaching a foreign language
successfully to large classes requires a highly skilled approach involving group
work”. Thus, these authors suggest teachers teach in small groups to make students
work together on grammar exercises, perform pattern drills, complete worksheets,
read aloud, and listen for comprehension.
In addition, Davies and Pearse (2000) recommend that in large classes
teachers use group-work or pair group to involve learners in writing practice. For this
activity, these authors suggest teachers make sure that all the member of a group
write out the work on different occasions and check each piece of work. Davies and
develop more complex activities such as dialogues, role plays, and talks to be
presented at the front of the class.
Different Levels of Proficiency
Farell, (2006) mentions that it is inevitable for teachers to work with students
whose English level are higher than the one of their classmates. This author states
that sometimes it is necessary to challenge students who have advanced English
language proficiency so that they can produce the language at a higher level.
Furthermore, to complement what Farell indicates about advanced level students, it is
relevant to remark that Harmer (2009) says that it is easy for teacher to make these
learners work in pairs or groups to have a discussion of a given topic without
structuring the activity in any way.
On the other hand, Harmer (2009) points out that it is required for teachers to
be far more rigorous in telling elementary students in an exact way what they have to
do in order to carry out pair or group work discussion. According to this author,
learners with low proficiency level even need help with some of the language they
like to use. It means that teachers have to model an example of the target language so
that students with low English level can get involved themselves in practicing what
they learn.
It is now necessary to support all the important topics discussed above with
previous research which has revealed several factors affecting the teaching-learning
process in large classes. Therefore, relevant information of some past investigations
included in this literature review is given below.
Ahmad, Khan, and Munir (2013) carried out a study to investigate the factors
that affect the English learning process. All the English teachers of forty six high
qualitative. The investigation involved interviewing the participants. Sixteen English
teachers were selected for the purpose of interview. Two teachers were selected from
each type of school system from district Abbottabad, Malakand, Mansehra and
Peshawar. To guide the interview session, an interview script was written. The
questions asked in the interview were selected according to the research objectives.
The study used note taking technique while conducting the interview. The interview
was conducted in an individual way and it lasted one hour. All the information
collected during the interview was analyzed in a qualitative way.
The researcher found that classes are overcrowded, individual attention is not
paid to the students, and the teachers are not qualified enough to teach English and
do not have adequate knowledge of teaching methodologies. Based on these findings,
the researchers’ conclusion is that proper condition are not available for learning
English at secondary level in Khyber Pakhtunkhwa, and there is a need to address
these problems on priority basis, especially in the Provincial government schools of
Khyber Pakhtunkhwa.
Furthermore, Al-Husseini (2009) conducted a research to find the factors that
influence the perceptions of teachers of large classes. The sample of the study
consisted of thirty three teachers coming from nine different nationalities which
enrich their background experience. The method was quantitative. Data was
collected through a questionnaire which consisted of six questions with different
items. In the questionnaire, the participants provided information of their
nationalities, the level they teach, the number of students in the largest class they
teach, and whether they regard it as a large class or not. In the collection of data, the
required for the respondents to write their names or schools when they answered the
questions of the questionnaire.
The analysis of the gathered data involved drawing six tables with their
respective questions and corresponding issues. All the information obtained through
the questionnaire was analyzed quantitatively.
The research concludes as follows: teachers’ perceptions are influenced by
their concerns with the success of teaching; teachers are not able to pay attention to
students individually; teachers are not capable of making all the students participate
in a classroom discussion; it is hard for teachers to check the work of the students
during the class; it is difficult to teach pronunciation and writing; also, it is
impossible for teachers to cover the syllabus within a given period of time.
Moreover, Blatchford, Bassett, and Brown (2011) carried out a research to
examine the effects of class size on pupil classroom engagement and teacher-pupil
interactions. Six hundred students of forty nine educational institutions participated
in the study. The general approach of the research was quantitative. Data was
collected through careful systematic observations. The observations involved both
observing when classroom-based activities started and providing a representative and
systematic account of students’ behavior. The observations were done in intervals of
ten seconds; there were gaps of twenty seconds between observations to record what
had been observed previously. All the collected dada was analyzed by examining
relationships between class size and observation measures.
The researchers found that the effect of class size on task behavior varies by
attainment group. They also revealed that the effect of class size is significant and the
association between class size and the amount of teacher instruction is positive. The
teacher is reduced, because students spend more time listening to the educators than
talk to the whole class.
Furthermore, Thaher, M. (2005) conducted a research to determine what
effects (instructional, psychological or social) large classes have on students. To
accomplish this purpose, the researcher investigated and analyzed the attitude toward
large classes of EFL students. The sample of the study consisted of two hundred and
thirty learners. The method of the study was quantitative. Data was gathered through
a questionnaire. The information of the questionnaire was collected in relation to
feedback given by the participants. In this case, the participants were asked to answer
an open-ended question about the effect of large classes on them. The answers
provided by the students were classified into three major areas which included
instructional, psychological, and social.
Once collected the data, it was analyzed by using Independent T-Test, One
Way ANOVA, MANOVA Test with Wilk’s Lambda Statistic, Sidak Post Hoc Test,
and Cronbach Alpha formula. These tests were useful to determine the reliability
coefficient of the questionnaire.
In the research, the researcher found that the instructional effects influence a
lot on the social and the psychological effects. It was also found that the educational
practice and performance of the students are affected by large classes. Moreover, the
researcher found that classroom interactions in large classes are negatively associated
with class size.
In addition, Harfitt (2011) carried out a research to find out the perceptions
and practices of the teachers when they teach large and small classes. Three
observations and interviews. During the process, forty eight lessons were both
observed and video-recorded. Each lesson was forty minutes long and it was part of
the regular secondary school curriculum in English. Moreover, in the research
process, the participants were interviewed to know their personal viewpoints and
experiences of teaching their classes. The questions that the teachers answered in the
interview were related to significant topics such as lesson planning, particular
classroom episodes and incidents, two classes taught and expectations of each,
pedagogical decisions, organization of classroom learning, the classroom interaction
in two classes, and opportunities for individualized teaching.
The analysis of the collected data was done in a qualitative and quantitative
way. In this case, it was necessary for the researcher to transcribe the information of
the interviews which had been audio-recorded. Similarly, the data of each
video-recorded lesson was broken and transcribed into smaller sections or episodes.
Moreover, during the analysis, an iterative process was done since the researcher
assigned codes to the collected data and from them an amount of themes emerged.
The findings of this study are as follows: group work is done more frequently
in small classes than in large classes; in large classes, teachers vary very little the
organization of learning during their teaching; the observed teachers personalize their
teaching much more in small classes; and the interaction among students is more
usual in small classes than in large classes.
In the line of the above findings, Harfitt concludes by saying that it was
valuable the idea of comparing teachers’ perceptions and practices of working in
large and small classes. The researcher’ conclusion is also that the findings of the
study address the need to conduct a deeper examination of teachers who work with
At this point, it is important to point out that all the studies stated above have
revealed how the EFL teaching-learning process is affected by the size of the classes
and therefore represent an important contribution to this present study. However, the
Description, Analysis, and Interpretation of Results
In this section, the collected information will be examined by doing a
quantitative analysis. For this purpose, the results obtained during the field research
will be divided into three main categories such as instructional, social, and
psychological implications.
Quantitative Analysis
What instructional implications do large classes have on the teaching-learning
process?
N° In classes with a large number of students:
V er y sa ti sf a ct o ry S a ti sf a ct o ry S o m ew h a t sa ti sf a ct o ry U n sa ti sf a ct o ry T o ta l
f % f % F % f % f %
1.
The activities done in class help to apply what students learn in class.
71 37 100 52 18 10 2 1 191 100
2.
The activities done allow to practice listening, speaking, reading and writing skills.
82 43 97 51 12 6 0 0 191 100
3.
The students are attentive and participate in class activities, including those sitting at the back of the classroom.
16 8 73 38 89 47 13 7 191 100
4.
Varied class activities are used such as group, individual, pair-work activities, etc.
115 60 70 37 6 3 0 0 191 100
5.
Activities such as plays, competitions, debates, games, etc. are used in class.
39 20 66 35 60 31 26 14 191 100
6.
Students can cheat during
the test 11 6 26 14 46 24 108 56 191 100
7.
Students get distracted by doing assignments from other subjects.
7 4 27 14 62 32 95 50 191 100
8.
The seating arrangement facilitates the tasks that are carried out in class.
47 25 111 58 29 15 4 2 191 100
9.
Students cannot receive regular feedback from the teacher due to the large number of students.
In classes with a large
what students learn in
Source: 8th basic educa
Authors: Guerra María
This graph sho
large classes they do a
This means that these
examples of somethin
of the surveyed studen
practice what they lea
agree with the questio
learners partially agre
being taught. In contra
agree that in large clas
developed.
52%
rge number of students: The activities done in c
in class?
cation to 3rd year of senior high school.
ía & Pozo Adriana.
shows that 37% of the students in the survey me
o activities that enable them to put into practice
se learners highly agree that they develop tasks
hing being learned. Moreover, from table 1, it ca
dents affirmed that in large classes they carryou
learn. The answer provided by these learners ind
tion number one illustrated above. On the other
ree that in large classes they do activities to pro
ntrast, 1% of the students in the survey outlined,
lasses, activities aiding the production of the ta 37% 10% 1%
Graph 1
Ve Sat Som Unsin class help to apply
mentioned that in
ice what they learn.
ks to create their own
t can be seen that 52%
out activities to
indicates that they
er hand, 10% of the
produce the language
ed, that they do not
target language are Very satisfactory
Satisfactory
Somewhat satisfactory
Regarding this
to practice what they l
Considering both wha
the students, it is assu
have meaningful pract
English knowledge.
In classes with a large
listening, speaking, re
Source: 8th basic educat
Authors: Guerra Veróni
This graph rev
activities that help the
skills as indicated in t
surveyed students asse
language skills. The a
teachers assign them d 51%
his matter, Chickering and Gamson (1987) state
y learn and integrate learning as part of their kn
hat these authors mention and the answer given
sumed that teachers in large classes set activitie
actice of what they are learning in order to integ
rge number of students: The activities done allo
, reading and writing skills?
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
reveals that in large classes, students are highly
them to practice their speaking, reading, listenin
n the survey by 43% of the participants. Moreov
sserted that they do activities targeted at develo
e answer given by 43% and 51% of the learners
m different activities to promote listening, speak 43% 6%
Graph 2
Ver Sati Som Unsate that students have
knowledge.
ven in the survey by
ities to allow them to
tegrate it to their
llow to practice
ly engaged in
ning, and writing
eover, 51% of the
eloping their
ers means that their
aking, reading, and ery satisfactory
atisfactory
omewhat satisfactory
writing practice. The tasks, for example, may include keeping a conversation where
the aim is to listen and speak, as well as reading a passage to fill in sentences, and to
write a short composition of a specific topic to produce written material. These
activities encourage the development of the students’ language skills. Of course, the
tasks that the students do must be in accordance with their language proficiency to
give them the opportunity to use the target language effectively.
To keep on analyzing the results of graph 2, it is necessary to indicate that
contrary to what 43% and 51% of students mentioned in the survey, 6% of learners
affirmed that in large classes they get involved very little in carrying out activities
that allow them to practice their listening, speaking, reading, and writing. That is,
their involvement in their language skills is limited or reduced because of the amount
of learners.
In this part, it is relevant to remark that Gower et al. (2005) state that
language skills in the classes are often integrated with one activity leading to another.
Taking into account both what these authors point out and the results obtained in the
survey, it can be said that the majority of the students integrate their listening,
speaking, reading, and writing skills through tasks that lead one skill to other in order
In classes with a large
in class activities, incl
Source: 8th basic educat
Authors: Guerra Veróni
This graph sho
possible to pay attenti
of learners stated to be
English lessons. On th
attention to participate
everyone involve in p
such as the noise and
class is not concentrat
those learners who sea
by all students in large
According to S
while learning, they m 47%
rge number of students: The students are attenti
ncluding those sitting at the back of the classroo
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
shows that 8% of the students agree that in large
ntion to do activities indicated by their teachers
be attentive in large classes and to participate a
the other hand, 47% of students mentioned tha
te in class. However, 7% of the learners answe
participating in large classes. This answer may
d distractions caused by others students make t
rated to participate in the EFL lessons; it happe
seat is in the last row. Therefore, achieving the
rge classes seems to be a complicated issue.
o Schierenbeck (2013), when students are not c
y might simply not pay attention to a class and t 8% 38% 7%
Graph 3
Ver Sati Som Unsentive and participate
room?
rge classes is
ers. Moreover, 38%
te actively in the
that they pay a little
wered that not
ay mean that factors
e that the whole
pens especially to
he required attention
t completely engage
d they might begin ery satisfactory
atisfactory
omewhat satisfactory
daydreaming or chatti
that teachers very ofte
control this situation n
succeed in teaching E
In classes with a larg
group, individual, pa
Source: 8th basic educat
Authors: Guerra Veróni
This graph sho
various activities assig
different tasks in class
pair, or group work, w
a dynamic and particip
Furthermore, from the
asserted that they carr 37%
atting with their peers. What this author mention
ften deal in large classes. In fact, if educators ar
n nor make the students pay attention to a lesso
English to large groups.
arge number of students: Varied class activities
pair-work activities, etc?
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
shows that 60% of students affirmed that in larg
ssigned by the teachers. These students recogniz
ass stimulates the interaction with their peers th
, which provides the opportunity to practice the
icipatory way and encourages rapport among stu
the above table, it can be seen that 37% of surve
arry out activities individually, in pairs, and in g 60% 3%
Graph 4
Ver Sati Som Unsions is a problem
s are neither able to
son, they may fail to
ties are used such as
arge classes they do
nize that doing
through individual,
the target language in
individual, pair, and group work due to the constraints of time and space; therefore,
they believe that this does not promote the development of their English language
skills.
One important point to note about individual, pair, and group work activities
is that they encourage the students to practice fluency, uninterrupted communication
and production –oriented. In addition, they offer the learners the opportunity to
become independent of their teacher and to gain confidence to learn English
successfully.
Another relevant point to remark is that Woodward (2001) states that more
experienced teachers need to pick up new activities and to vary old ones. They also
need to keep themselves and their students motivated during the lessons. Considering
the statement of this author, it is worth saying that the researchers agree that a great
variety of activities encourages students to improve their language skills and
In classes with a large
debates, games, etc. a
Source: 8th basic educat
Authors: Guerra Veróni
This graph rev
do activities as the on
class to increase the p
students stated that tea
competitions, debates
surveyed students agr
activities to motivate t
These learners mean t
competitions, debates
learners mentioned th
during their learning. 31%
rge number of students: Activities such as plays
. are used in class?
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
reveals that 20% of surveyed students strongly a
ones indicated in above question, which arise th
e production of the language being learned. Mor
teachers in large classes use activities such as d
tes, games, among others to teach their lessons.
greed that the teachers do not encourage enoug
te them and contribute to improving the quality
n that the teachers in large classes rarely use dra
tes, and games to teach their lessons. On the oth
that in large classes they do not develop these k 20% 35% 14%
Graph 5
Ver Sati Som Uns ays, competitions,y affirmed that they
the interest of the
oreover, 35% of the
s dramatizations,
s. However, 31% of
ugh these types of
ity of their learning.
dramatizations,
other hand, 14% of
e kinds of activities ery satisfactory
atisfactory
omewhat satisfactory
It is worth men
make a great contribu
provided with enough
activities increase the
it can be used with stu
Furthermore, D
are useful to teach En
times, places, equipm
learn a langue. Consid
classes to use role pla
stimulate the English
In classes with a large
Source: 8th basic educat
Authors: Guerra Veróni
This graph sho
classes they are very a 56%
entioning that dramatizations, competitions, de
bution to development listening and speaking sk
gh opportunities to be exposed to English. Mor
he students’ knowledge, introduce new languag
students from all ages.
e, DeBord (1989) says that activities such as rol
English since they offer well-defined roles inclu
ment, and rules that motivate students to discov
sidering this information, it is necessary for tea
lays and games as part of their teaching in orde
sh learning of their students.
rge number of students: Students can cheat duri
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
shows that 6% of students affirmed in the survey
y able to copy when taking their exams. 14% of 6% 14% 24%
Graph 6
Ver Sati Som Uns, debates, and games
skills since they are
oreover, these
ages structures, and
role plays and games
cluding specific
cover, examine, and
teachers in large
rder to encourage and
uring the test?
vey that in large
of the students also ery satisfactory
atisfactory
omewhat satisfactory
mentioned that it is po
24% of surveyed stud
evaluating their know
that they do not copy
them to arrange their s
peers. Moreover, the l
evaluated do not allow
Furthermore, a
to reinforce their know
an examination. These
English, to have good
In classes with a large
assignments from othe
Source: 8th basic educat
Authors: Guerra Veróni 50%
possible to copy from others peers during the te
udents stated that they copy a little while the tea
owledge. Nevertheless, 56% of the students in th
y during their exams in large classes because th
ir seats in a separate way so that they do not sit
e learners told the researchers that copying in th
low them to put into practice what they learn in
e, an important point to indicate is that learners
owledge and strengthen their language skills do
ese types of students are honest and make a gre
od language proficiency, and to pass their exam
rge number of students: Students get distracted
ther subjects?
cation to 3rd year of senior high school.
ónica & Pozo Adriana. 4% 14% 32%
Graph 7
Ver Sati Som Unse tests. Moreover,
teachers are
n the survey assured
e the teacher asks
sit close by their
n the process of being
in the EFL classes.
rs who study enough
do not copy during
reat effort to learn
ams successfully.
ted by doing
ery satisfactory
atisfactory
omewhat satisfactory
This graph rev
them to do tasks of oth
Moreover, 14% of the
time doing homework
answer provided by th
motivation to learn En
to encourage the stude
the language skills of
From graph 7,
occasions get are distr
not related to English
mentioned that in the
means that these stude
and assigned by the te
In classes with a large
tasks that are carried
15%
reveals that 4% of students mentioned that it is h
other academic subjects different from those of
the students asserted in the survey that in large c
ork which is not related to the learning of the tar
these learners might indicate that they may hav
English; hence, the teacher needs to plan his/he
udents to work on interesting and productive tas
of the whole class.
7, it can also be seen that 32 % of the students
istracted by doing assignments from different su
sh matter. On the other hand, 50% of the studen
English lessons they do not do tasks of other
udents focus their minds on working on all the a
teacher in the target language.
rge number of students: The seating arrangeme
ed out in class.?
25% 58% 15% 2%
Graph 8
Ver Sati Som Unsis highly possible for
of English.
e classes they spend
target language. The
have very low
/her lessons carefully
tasks that stimulate
ts affirmed that in
t subjects and that are
ents in the survey
er subjects. This
e activities taught
ment facilitates the
ery satisfactory
atisfactory
omewhat satisfactory
Source: 8th basic education to 3rd year of senior high school.
Authors: Guerra Verónica & Pozo Adriana.
This graph shows that 25% of students stated that the space of the classroom
enables them to work on activities planned by the teacher. From the same graph, it
can be seen that 58% of surveyed students affirmed that the space of the classroom is
appropriate to effectively work on tasks assigned by the teacher. On the other hand,
15% of students partially agree that the classroom space is adequate to allow them to
develop their tasks. However, 2% of the learners mentioned that the space of the
classroom does not enable them to carry out the activities assigned by the teacher.
An important point to note is that when the classroom space is big enough to
do different activities involving any type of movement, it offers a suitable, relaxed,
lively, and cheerful learning environment where students interact with the teacher
and their peers to participate actively while they developed tasks assigned in the
English classes.
Moreover, according to McLeod et al. (2003), as teachers are well aware that
the quality of student’s experiences are improved or reduced by the physical space of
a classroom, they make a great effort to create a lively and rich teaching
environment. Furthermore, these authors indicate that the space of a classroom
influences both on the amount of attention students pay to the teaching-learning
process and on the way they act and move around the class. McLeod et al. also
affirm that classroom space affects the instructional program directly since learners’
misbehavior can result from the lack of space in which they work.
What McLeod et al. (2003) mention above is true; therefore, it is relevant to
adequately to encoura
learn in an effective w
In classes with
feedback from the teac
Source: 8th basic educat
Authors: Guerra Veróni
This graph sho
cannot give them feed
attending the English
classes they do not rec
students have gaps an
to be corrected or stim
On the other h
gives them a little feed
teachers offer them fe 42%
urage students to work on their tasks positively
e way.
th a large number of students: Students cannot
teacher due to the large number of students?
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
shows that 9% of the students strongly agree tha
edback that they need due to the large number
sh classes. Moreover, 34% of students affirmed
receive feedback in an adequate way. This migh
and doubts about learning and they are not give
timulated in their weaknesses and strengths with
r hand, 42% of students answered in the survey
eedback appropriately. Moreover, 15% of stude
feedback in an adequate way. 9% 34% 42% 15%
Graph 9
Ver Sati Som Unsly and to help them
not receive regular
that the teacher
er of students
ed that in large
ight mean that these
iven the opportunity
ithin the class.
ey that the teacher
dents stated that the ery satisfactory
atisfactory
omewhat satisfactory
It is relevant to remark that students have to know what they do well
individually or in whole-group work; therefore, it can be said that feedback is a
complement in the process of learning a new language because it helps students
evaluate their knowledge and progress.
What social implications do large classes have on the teaching-learning process?
N° In classes with a large number of students:
V er y sa ti sf a ct o ry S a ti sf a ct o ry S o m ew h a t sa ti sf a ct o ry U n sa ti sf a ct o ry T o ta l
f % f % f % f % f %
10.
There is a proper balance of student-student and teacher-student interaction.
55 29 90 47 38 20 8 4 191 100
11.
Students have the opportunity to build relationships with their classmates.
72 38 95 50 21 11 3 1 191 100
12.
The teacher has problems remembering all the
students’ names. 31 16 68 36 69 36 23 12 191 100
13.
The atmosphere is less stressful since the teacher does not ask several questions to the same student.
30 16 91 48 62 32 8 4 191 100
14.
It is easier for students to use their cell phone or any other mobile device without being seen by the teacher.
In classes with a large
student and teacher-st
Source: 8th basic educat
Authors: Guerra Veróni
This graph ind
they have a lot of opp
they are encouraged b
47% of the surveyed s
involved in interacting
students answered in t
and their peers during
somehow in accordan
the opportunity to inte
students indicated, it c
produce the target lan
well. In other words, i 20%
rge number of students: There is a proper balan
student interaction?
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
indicates that 29% of the students mentioned tha
pportunities to interact with the teacher and thei
d by the learning process. From the same graph,
d students indicated that in large classes they ar
ting with the teacher and their classmates. Neve
in the survey that they do not interact so much w
ng their English classes. Besides, the answer of
ance with 4% of the learners who affirmed that
nteract with their teacher and classmates. Based
it can be said that in large classes they are not m
anguage by interacting with the whole class and
s, it can be stated that 4% of the students who a 29% 47% 4%
Graph 10
Ver Sati Som Unslance of
that in large classes
heir peers so that
ph, it can be seen that
are able to get
vertheless, 20% of
h with the teacher
of these students is
at they do not have
sed on what these
motivated to
and the teacher as
answered that the ery satisfactory
atisfactory
omewhat satisfactory
interaction with the ed
toward the English lea
It is necessary
very helpful to develo
teaching-learning proc
of new knowledge and
In classes with a large
relationships with the
Source: 8th basic educat
Authors: Guerra Veróni
This graph rev
have enough opportun
relationship among th
lessons they have the
practice their ability to 50%
educator and peers is not stimulated assume a p
learning process.
ry to mention that the interactive relationship in
elop a good rapport with a teacher and his/her st
rocess. Also, the process of interaction facilitate
and motivates students to participate in class.
rge number of students: Students have the oppo
their classmates?
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
reveals that 38% of students consider that in larg
tunities to work on activities that enable them to
their peers. Moreover, 50% of students affirm t
he opportunity to interact with other students wh
y to learn a second language. 38% 11%
1%
Graph 11
Ver
Sati
Som
Uns
a passive attitude
in the classroom is
r students during the
tates the acquisition
portunity to build
large classes they
to establish a close
m that in their
while they put into ery satisfactory
atisfactory
omewhat satisfactory
From graph 11
large classes they hav
1% of the students in
opportunities to intera
An important p
classroom is positive s
as well as enriches and
In classes with a large
all the students’ name
Source: 8th basic educat
Authors: Guerra Veróni
This graph rev
classes the teacher doe
of the students asserte
From graph 12, it can
classes they partially a 36%
11, it can be noticed that 11% of the students af
ave very few opportunities to interact with their
in the survey mentioned that in the English clas
eract with their classmates.
nt point to remark is that the relationship of coex
e since it encourages the exchange of knowledg
and favors a good relationship among peers.
rge number of students: The teacher has proble
mes?
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
reveals that 16% of students mentioned in the su
does not remember the names of the all students
rted that the teacher does not know the name of
an also be seen that 36% of the students affirme
ly agree that the teacher cannot remember the na 16% 36% 12%
Graph 12
Ver Sati Som Unss affirmed that in
eir peers. However,
lass they do not have
oexistence within a
edge among students
blems remembering
survey that in large
nts. Moreover, 36%
of the whole class.
med that in large
name of everyone. ery satisfactory
atisfactory
omewhat satisfactory
On the other hand, 12
his/her students while
It is worth indi
name of every learner
teaching-learning env
In classes with a large
teacher does not ask s
Source: 8th basic educat
Authors: Guerra Veróni
This graph sho
atmosphere is less ten
questions to different
Moreover, 48% of the
questions to the same
What these learners st 32%
12% of students stated that the teacher rememb
ile teaching English.
ndicating that when teachers are capable of rem
er, they establish a positive rapport with their s
nvironment full of support and confidence.
rge number of students: The atmosphere is less
k several questions to the same student?
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
shows that 16% of students consider that in larg
tense because according to them, the teacher is a
nt students and not to the same one over and ov
the students asserted that the teacher does not m
e student, meaning that the atmosphere is more
s stated might indicate that in large classes they 16% 48% 4%
Graph 13
Ver Sati Som Unsbers the names of
emembering the
ir students to create a
ss stressful since the
rge class the
is able to ask
over again.
t make frequent
ore relaxed in class.
ey do not participate ery satisfactory
atisfactory
omewhat satisfactory
so much to provide a s
related to the English
From graph 13
affirmed that they par
same student by askin
students mentioned th
progress regardless of
means that these stude
participation in class i
In classes with a larg
phone or any other mo
Source: 8th basic educat
Authors: Guerra Veróni
This graph sho
or any other electronic
Moreover, 14% of stu 53%
a specific answer when the teacher asks the cla
sh teaching-learning process.
13, it is also possible to establish that 32% of th
artially agree that in large classes the teacher ca
king him/her different questions. On the other h
that they have the same opportunities to be eva
of the number of students attending the English
udents are constantly asked questions to stimula
ss in order to fix and strengthen their knowledge
rge number of students: Is it easier for student
mobile device without being seen by the teache
cation to 3rd year of senior high school.
ónica & Pozo Adriana.
shows that 10% of students stated that they use t
nic devices during class without being caught b
students told the researcher that they secretly us 10% 14% 23%
Graph 14
Ver Sati Som Unsclass some questions
f the students
r cannot asses the
r hand, 4% of
valuated for their
lish lessons. This
ulate their
dge.
ents to use their cell
her?
se their cell phones
t by the teacher.
use their cell phones ery satisfactory
atisfactory
omewhat satisfactory
