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

Abstract

The purpose of this study is to investigate the instructional, social, and psychological implications of large classes in the English language teaching-learning process in Ecuadorian high schools. A quantitative method was used in this research. In order to collect data, the instrument that was taken into consideration was a student questionnaire. The questionnaire contained 21 questions and was divided into three sections to show the instructional, social, and psychological effects of the English large classes. For this study, a total of 195 students from a high school in Duran, Ecuador were selected. Students‟ age ranged from 14-20 years old, from basic education to 3rd year of bachelor. The results of this investigation were analysed quantitatively and qualitatively according with the academic, social, and psychological issues. This study revealed that English teachers in large classes are not very familiar with students‟ basic needs. Group activities, pleasant relationships, and feedback from teachers are not good enough for enhancing student learning. Thus, the findings shed light on some practical strategies which may help the teaching and learning in large English classes.