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

Abstract

This study offers insight into the influence of large classes in the English language teaching-learning process in Ecuadorian high schools. Its purpose is to determine how the instructional, social, and psychological implications hinder the English teaching-learning process in large classes. The sample included five classrooms with 35 students or more. The sample was selected among pupils from 8th basic year to 3rd senior year who studied at different public and private high schools in the city of Chone. A questionnaire of 21 liker-scale was applied to students, and their responses were analyzed using a quantitative approach. The data was explained, described, and analyzed through the qualitative method. The findings of the study revealed that according to the students perception there is a positive influence of instructional implications of large classes on the teaching learning process; teachers use collaborative activities that encourage students’ participation and involvement in large classes. It was also found that students feel shy and insecure when they speak in front of their peers because of the number of students in the classroom.