The Influence of Large-Size Classes on English Teachers’ Performance

Authors

  • Maricela M. Ante Boboy Pontificia Universidad Católica del Ecuador, Sede Esmeraldas

Abstract

This research was aimed to analyze the influence of large class sizes on teachers’ performance in different Educational Institutions in Esmeraldas. A descriptive, qualitative and quantitative investigation was carried out by using the deductive and inductive methods. The participants of this study were female and male full-time English teachers from public, fisco-misional and private Institutions, older than 30 years. They were observed for two weeks and then a survey of ten questions was conducted. The results showed that in classes with more than 35 students, the teaching performance decreases as teachers lack the appropriate knowledge, class time and the suitable conditions to teach to that number of students. It also revealed that teachers’ success in managing large classes is not particularly affected by large number of students but for students’ disinterest in learning the language. Besides, teachers in large classes have a growing tendency of using more Spanish than English. This research coincides with a number of investigations done related to large classes and teaching English as a Foreign Language.

Key words: Large classes; English teacher’s performance; collaborative work 

References

Amidon, E. (1967). Teacher influence in the classroom. Addison-Wesley publishing company, Palo Alto.

Bahanshal, D. (2013). The effect of large classes on English Teaching and learning in Saudi secondary schools. English Language Teaching, 6(11), 49-59. http://dx.doi.org/10.5539/elt.v6n11p49

Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationships between class size and teaching: A multimethod analysis of English infant school. American Educational Research Journal, 39(1), 101-132.

Brubacher, M. (1991). But that´s not why I´m doing it. Cooperative Learning, 2(1), 2-3.

Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The "why's" of class size: Student behavior in small classes. Review of Educational Research, 73(3), 321-368.

Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal, 51(2), Oxford University Press.

Hattie, J. (2005). The paradox of reducing class size and improving learning outcomes. International Journal of Educational Research, 43, 387-425. Hayes, U. (1997). Helping teachers to cope with large classes. ELT Journal, 1, 31-38.

Hess, N. (2001). Teaching Large Multilevel Classes. Cambridge: CUP. Kennedy, C., & Kennedy, J. (1996). Teacher Attitudes and Change Implementation. System, 24(3), 351-360. Elsevier Science Ltd.

Locastro, V. (1989). Large Size Classes: The Situation in Japan. Lancaster-Leeds Research Project.

Maged, S. (1997). The pedagogy of large classes: Challenging the "large class equals gutter education" myth. M.Phil dissertation. University of Cape Town, South Africa.

Maldonado, F. (2014). Factors that influence the English language teaching-learning process in the Ecuadorian private high schools. Unpublished thesis. Universidad Técnica Particular de Loja, Loja.

Miller-Whitehead, M. (2003). Compilation of class size findings: Grade level, school and district. Paper presented at the Annual Meeting of the Mid-south Educational Research Association.

Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in Higher Education, 15(2), 175-185.

Nakabugo, M. G. (2003). Closing the gap? Continuous assessment in primary education in Uganda. Thesis presented for the Degree of Doctor of Philosophy, Graduate School in Humanities, University of Cape Town.

Normore, A., & Ilon, L. (2006). Cost-effective school inputs: Is class size reduction the best educational expenditure for Florida? Educational Policy, 20, 429-454.

O’Sullivan, M. C. (2006). Teaching large classes: The international evidence and a discussion of some good practices in Ugandan primary schools. International Journal of Educational Development, 26, 24-37.

Pedder, D. (2006). Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education, 32(2), 213- 234.

Ríos, J. (2014). The influence of large classes in the English language teaching-learning process in the Ecuadorian high schools. Unpublished thesis. Universidad Técnica Particular de Loja, Loja.

Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self- determination and self-regulation in education. In C. Ames & R.E. Ames (Eds.), Research on motivation in Education: The classroom milieu (pp. 13-51). New York: Academic Press.

Skinner, B. F. (1957). Verbal behavior. New York: Appleton.

Tutivén, M. (2015). The influence of large classes in the teaching-learning process in Ecuadorian high schools. Unpublished thesis. Universidad Técnica Particular de Loja, Loja.

Quiang, W.; & Ning,Z. (2011). Teaching Large Classes in China – English as a Foreign Language. Retrieved from http://www.ntu.edu.vn/Portals/96/Phuong%20phap%20GD/Teaching%20large%20c lasses%20(7).pdf

Downloads

Published

2017-06-12

How to Cite

Ante Boboy, M. M. (2017). The Influence of Large-Size Classes on English Teachers’ Performance. International Congress on the Didactics of the English Language, 2(1). Retrieved from https://revistas.pucese.edu.ec/ICDEL/article/view/141