Teachers and students’ perceptions of teaching English in small classes in New York City

Abstract

This study is about teachers and students‟ perceptions of teaching English in small classes in New York City. The purpose is to know what are the benefits, teaching strategies and resources, feelings and limitations when teaching and learning English in small classes. Nine teachers and twelve students from two private and one English institute in New York were selected as a sample. For this research work, the qualitative and quantitative research and several methods were used. The qualitative research was used for the narrative data in all of the process, and the quantitative research was used for the numerical data. The data was gathered by administrating questionnaires to teachers and students. Additional data was gathered through class observations as well as interviews. Main findings were encountered after the analysis of the questionnaires, interviews, and class observations. There is no doubt that in small classes teachers designs more activities to practice the four skills through group and individual activities using all available technological and teaching materials. The extra physical space allows teachers to develop effectively the activities, and instructors provide more personalized feedback.