The influence of large classes in the English Language teaching-learning process in Ecuadorian high schools

Abstract

The present study is about the influence of large classes in the English language teaching-learning process in Ecuadorian high schools. This study aims to determine how instructional, social and psychological aspects of the teaching-learning process are affected by large classes. The research was developed in a high school of Arenillas city in El Oro province. A questionnaire was applied to 215 students from 8th grade of basic education to third grade of senior high school, between 12 and 17 years old. Quantitative and qualitative methods were used in this study in order to interpret and analyze the information gathered. The questionnaire consisted of 21 questions divided in instructional, social and psychological aspects. Results of this study show that large classes do affect the teaching-learning process in areas such as appropriate feedback, motivation to speak in front of peers, remembering students’ names and so on. However, it was observed that teachers can use effective techniques that may alleviate the negative impact of large classes, for example pair work, group work and useful activities that help students to put into practice what they have learned.