Perceptions and Difficulties of Students in Large EFL Classes

Abstract or Introduction

This study was aimed at assessing students' perceptions of large EFL class in terms of the instructional, psychological and social aspects and perceived challenges. The study adopted the descriptive research approach. Two preparatory schools were selected owing to their convenience and the serious situational constraints in teaching large EFL large classes Ethiopia. The data were collected using likert-scale questionnaires and semi-structured interviews. Eight randomly selected EFL teachers filed open-ended and close-ended questionnaire. Out of 1545, 155 students were selected using simple random sampling technique. Ten students were voluntarily selected and interviewed. The quantitative data were analyzed through descriptive statistics, but qualitative data gathered via interview were analyzed descriptively. The findings showed that most participants had clear picture of the situational challenges and benefits of EFL large class. The majority of the respondents' perceived the instructional and psychological aspects negatively, but the social aspects favorably. The EFL teachers and most students perceived that learning in EFL large class affects English learning outcomes and large EFL class matters beyond quality of instructions. The perceived difficulties of large EFL class were: lack of continuous assessment, getting immediate feedback to students, avoidance of writing and speaking, focusing on usage, low active involvement, less students learning, lack of rapport, no use of teaching aids, teachers’ failure active learning and motivational strategies, lack of motivation, concentration, confidence and student-teacher interaction. The constraints can be alleviated using effective instructional strategies, class size reduction, and training competent and potential EFL teachers, and working flexibly and cooperatively with students.