Teachers’ and students’ perceptions of teaching English in small classes in Ecuador

Abstract

This study is about teachers’ and students’ perceptions of teaching English in small classes in Ecuadorian schools; the purpose is to determine what are the positive and negative results regarding to the students’ English language teaching-learning process. The general approach is based on a quantitative and qualitative method. Questionnaires were administered to a sample population of 60 students; 60% female and 40% males, between the ages of 12 and 17 and 5 English teachers 80% female and 20% male. The participants were divided between 5 classes from two different elementary and high schools located in rural areas. The main aspects included students’ and teachers’ perceptions about students’ performance, interaction, and classroom atmosphere. The results of each question were presented individually, examined and analyzed quantitatively and qualitatively in comparison to the most relevant literature previously investigated. The results obtained indicate that small class size does not limit the implementation of varied activities and different types of student interaction. However it does so regarding students’ opinion and critical thinking especially at elementary schools as the students created a codependency interaction relationship with their teacher.