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

Abstract

This research analyzes the impact of the numerous classes in the teaching-learning process of English language. The purpose of this study is to determine whether or not the large classes affect the teaching and learning process of English. The method applied in this research was of a quantitative type, based on student surveys. The study was carried out in five different classrooms of a private school located in the city of Guayaquil. The research process for this study began with the analysis of the institutional and social implications as well as the psychological thinking of the teaching-learning process in the classroom environment with a large number of students. Special attention is given to the teacher's skills and experience, the technologies used in class, as well as peer attitudes, class space and other conditions that could limit the process of teaching and learning English. Once the research was concluded, it was possible to determine that although the activities developed by the teacher in an environment with large numbers of students, promotes both participation, competitiveness as well as the contribution of students, not all of them have the opportunity To participate and to obtain appropriate feedback, which can directly affect their behavior, motivation and discipline, however, this does not limit the interaction between teachers and students.