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

Abstract

This study aimed to examine the implications that the classrooms with many students have in the teaching-learning process, in the Ecuadorian context. The research was based on three questions that addressed academic, social and psychological aspects. The project presents the data obtained after conducting a field research consisting of a survey conducted at a school in Tumbaco, Quito, where the classrooms contain 35 students or more. The participants in this research were high school and high school students who received a questionnaire with 21 questions. The data obtained were tabulated, analyzed and interpreted. The results were controversial and in general, many contradictions were evidenced between the previous studies and the results of the survey. On the one hand, the consulted authors mostly described negative aspects present in the large classes. On the other hand, the survey showed that the vast majority of students consulted have positive ideas about most of the situations analyzed. This indicates that schools can develop viable strategies to moderate the problems that may arise in these classes.