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

Abstract

The purpose of the study is to determine what instructional, psychological and social effects do large classes have on the learning of English as a foreign language. In order to achieve this objective, a questionnaire was given to the students to know their opinions about the different statements presented in the survey. The research was conducted in Paute, in two of the biggest and most popular public high schools. The sample for this study included one hundred eighty six students. The classrooms selected were those having thirty five students or more; from eight of basic education to third of bachelor. For the quantitative analysis, the information from those students who agree and totally agree, in the survey, was compiled in order to be contrasted with the information of those who partially agree and disagree. The findings of the qualitative and quantitative research revealed that the instructional effects: lack of regular feedback and activities like competitions, debates or games, have the highest percentage over the not good enough relationship between students and the teacher which is the major social effect and the stress during the class as the major psychological effect on the English language teaching-learning process.