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

Abstract

The perception of teachers and students in teaching and learning English in small classes in Ecuador is the subject of this investigation and its purpose is whether there are benefits for these related to class size processes. This study was conducted in a public school in the city of Machala. In this institution, five teachers of English and sixty students were surveyed through a questionnaire. The quantitative method was applied in this research to calculate the percentages of the responses given by teachers and students regarding the variables analyzed. In this analysis, it was necessary to consider the main issues on the perceptions of the sample about the benefits of teaching English learning in small classes, strategies and teaching resources that contribute to the process of teaching feelings of students to learn in small classes and limitations of working in small classes. In addition, surveys, were notetaking techniques and formats observation and questionnaires were the instruments used in this research. The results of this study show that the main benefits of teaching and learning English in small classes there were more opportunities for interaction between teacher-student adequate feedback and teachers can remember the names of the students. However, the main constraint facing small classes is that there is anxiety among students due to the control and discipline of teachers.