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.
Table of Contents
Chapter One: Introduction
1.1.Background of the Study
1.2. Statement of the Problem
1.3 Objectives of the Study
1.4. Significance of the Study
1.5. Scope of the Study
1.6. Limitations of the Study
1.7. Organization of the Study
Chapter Two: Review of Related Literature
2.1. Definition and Nature of Large Class
2.2. The Class Size Debate
2.3. Problems of Large Class Size
2.3.1 Problems of Students’ Active Involvement in Large Class
2.3.2 Assessment and Feedback Problems in Large Class
2.3.3. Problems of Large Class Management
2.3.4. Affective Challenges in Large Class
2.3.5. Resource Related Constraints
2.4. The Impacts of Large Class Size
2.4.1. Impact of Large Class on Teachers
2.5. Students View in Large Class
2.6. Local studies on large class size
2.7. Some Strategies to Cope up with Large Class
2.7.1 Instructional Strategies for Improving Problems of Large class
2.7.2. Use of Good Rapport in Large Class
2.7.3. Solving Management Problems in Large Class
2.8. Group Work and Large Class
2.9. Motivation for Learning and Large Class
2.10. The Physical Classroom Environment
2.11. Benefits of Large Class
Chapter Three: Research Methodology
3.1 Research Design
3.2 Description of the Study Setting
3.3. Data Type and Source
3.4 Sampling
3.4.1 Sampling Frame and Size
3.4.2. Sampling Techniques
3.4.3 Sampling Procedure
3.5 Data Gathering Instruments
3.5.1 The Questionnaire
3.5.2 Interview
3.6 Data Collection Procedure
3.6.1 Pilot Testing
3.6.2 Main Study
3. 7. Methods of Data Analysis
Chapter Four:Data Presentations, Analysis and Discussions
4.1. Background Information
4.2.Participants Response to Class Size
4.3 Analysis of Teachers Questionnaire
4.4. Analysis of Students Questionnaires
4.5. Brief Discussions on Results of the Students Questionnaire
4.6. Analysis of Students Interview
4.7. Discussions on the Results of the Interview
Chapter Five: Summary, Conclusions and Recommendations
5.1. Summary of the Key Findings
5.2. Conclusions
5.3. Recommendations
Objectives and Research Themes
The primary objective of this study is to investigate grade eleven students' perceptions of English as a Foreign Language (EFL) large classes, exploring instructional, psychological, and social aspects, as well as the challenges faced by both students and teachers in these environments.
- Instructional challenges in large EFL classrooms
- Psychological effects on students in large groups
- Social interactions and peer dynamics in crowded classes
- Strategies for managing large class constraints effectively
- Students' and teachers' perceptions of large class size vs. teaching quality
Excerpt from the Book
1.1.Background of the Study
It is obvious that, in the actual classroom context, there exist some situational variables related to the school system that influence the teaching-learning process. Among the various classroom-based variables that influence teachers’ classroom practices, large class size is the significant one because there is a widely held view signifying that teachers of overcrowded classes come across many overwhelming challenges. In connection with this, teachers’ class room practices in general; their instructional time and classroom management in particular are influenced by overcrowded classes Wilson (2006).
As compared to smaller classes, large classes also impede teachers’ choice and use of various methods. Regarding this, Harmer (1995) says that recent trends in second language or foreign language pedagogy lay greater emphasis on learners and shifting authority away from the teacher and handing it to the students that encourages active students’ involvement in the teaching and learning process; however, Harmer (1991), for example, stated that teachers cannot carry out practical activities, problem solving or other learner-centered approaches to overcrowded classes; moreover, Tudor (1996) confirmed that class size will inevitably have an influence on the form of interaction between teachers and students upon which learner-centered teaching is based; it is hardly viable to directly interact with everyone in classes having large number of students squeezed together.
Some home research findings also indicated that large class size is one of the significant classroom-based variables that influence English language instruction. In line with this, Berhanu (1999), for instance, has showed that the quality of English language instruction suffers mainly from overcrowded classes, in appropriate methodology, lack of sufficient materials and lack of proficient teachers and facilities. Besides, Haimanot (1996) stated that large class was the most serious obstacle for the English teachers posing many constraints that imped their teaching effectiveness.
Summary of Chapters
Chapter One: Introduction: Discusses the background, problem statement, objectives, and significance of the study regarding EFL in large classes.
Chapter Two: Review of Related Literature: Examines various perspectives on large class definitions, debates over size vs. quality, and existing research on classroom management, motivation, and teaching strategies.
Chapter Three: Research Methodology: Details the descriptive research design, participants, and instruments used to gather qualitative and quantitative data from students and teachers.
Chapter Four:Data Presentations, Analysis and Discussions: Presents the statistical findings and interview analysis concerning students' perceptions of the instructional, psychological, and social challenges in large EFL classes.
Chapter Five: Summary, Conclusions and Recommendations: Synthesizes findings, draws conclusions, and suggests practical recommendations for teachers and stakeholders to mitigate large class constraints.
Keywords
Large class size, EFL, student perceptions, instructional strategies, classroom management, student motivation, psychological factors, social interaction, teacher-student relationship, feedback, continuous assessment, teaching quality, group work, overcrowded classrooms, educational constraints.
Frequently Asked Questions
What is the primary focus of this research study?
The study primarily focuses on investigating grade eleven students' perceptions and experiences regarding instruction, psychological stress, and social interaction within large English as a Foreign Language (EFL) classes.
What are the core thematic areas examined in the thesis?
The research examines instructional challenges, the psychological impact of overcrowding, the social dynamics of large groups, and teacher management strategies in response to class size.
What is the stated research goal?
The goal is to understand how students perceive learning in overcrowded conditions and to identify the major difficulties they face, as well as their suggestions for minimizing these constraints.
Which scientific methodology was applied?
The researcher employed a descriptive research method using Likert-scale questionnaires for student surveys and semi-structured interviews with selected students and teachers to gather in-depth data.
What does the main body of the work cover?
The main chapters provide a comprehensive literature review on the class size debate, the impacts of large classes on teaching and learning, and a detailed analysis of quantitative and qualitative data collected from preparatory schools in Addis Ababa.
Which keywords define this work?
Key terms include Large class size, EFL, student perceptions, classroom management, peer interaction, and teaching effectiveness.
How does large class size specifically affect student performance according to this study?
The study finds that overcrowding leads to increased stress, lack of individual attention, reduced opportunities for practical skills like writing and speaking, and poor teacher-student rapport, which all negatively influence language acquisition.
Did the research highlight any perceived benefits of large classes?
Yes, some students and literature acknowledge that larger classes offer a richer source of human resource, better opportunities for group peer-teaching, and a competitive environment that encourages some students to study harder.
What role does the teacher play in mitigating these problems?
According to the findings, the teacher's role is critical; they are expected to manage the classroom effectively, foster good rapport, provide constructive feedback, and adapt through student-centered instruction despite resource limitations.
- Arbeit zitieren
- Yirgalem Girma (Autor:in), 2023, Perceptions and Difficulties of Students in Large EFL Classes, München, GRIN Verlag, https://www.grin.com/document/1337168
