The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

Abstract

This work has the intention of determining whether if large classes have some kind of influence in the English teaching-learning process in Ecuador’s high schools, seeking to collect information about the instructional, social and psychological implications linked to numerous classes in the foreign language teaching-learning process. A survey questionnaire was designed to gather data from the participants, who were high school students, as well as the English teachers involved with their tutoring from Quito, in eight, tenth and first of Senior high school. The questions led the students to choose the option that best described the way they feel about the class circumstances in a variety of topics, all of them related to the original objective of this work. As part of the tools used in this work, it can also be counted class observation sheets. Approaches as qualitative and quantitative methods were used to analyze the results. The conclusion highlights the fact that the amount of students in a classroom, at least in this case, did not have a decisive influence over the teaching-learning process.