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Cited by 80EFL/ESL Teaching and LearningEducational Environments and Student OutcomesEnglish Language Learning and Teaching

The DOI matches its Crossref record; 39 of the 43 references it cites were found in a registry or an index.

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

Open access
A. Bahanshal, Dalal·2013·English Language Teaching
DOI 10.5539/elt.v6n11p49
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Abstract

The effect of class size on teaching and learning English as a foreign language (EFL) has been through a contentious debate among researchers for a long time. Before the 1950's the concern about the effect of class size and the learning outcomes of students in such classes waned for some time. Yet, researchers have reconsidered the case once again and up to now it is a field of investigation. Therefore, through reviewing the existing literature on this area and examples culled from the teachers' experience, the aim of the present study are twofold: (1) to ascertain the impact of large classes on the teaching and learning outcomes, and (2) to suggest appropriate strategies Saudi secondary teachers can utilize in their large classes to facilitate English teaching and learning. To reach the aim of this study, six Saudi English teachers from two public schools were interviewed to express their perceptions about teaching in large classes. Research results present that all participants find it daunting to teach large classes. Teachers also comment that despite their efforts to elevate the level of language learning in such context, the outcome of their students is considered to be unsatisfactory. They believe that this can be contributed to the fact that there are big numbers of students in one class and wish for the number to be reduced. The study findings shed the light on some useful and effective methods to be applied in large classes which may facilitate the language teaching and learning.

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Research works printed but not linked: 6

  1. Brown, H. D. (2001). Teaching by principles. White Plains: Addison Wesley Longman, Inc.
  2. Pong, S., & Pallas, A. (2001). Class size & 8th grade math achievement in the U.S. and abroad. Educational Evaluation and Policy Analysis, 23(3), 251-273.
  3. Resnick, L. (Ed.) (2003). Class size: Counting kids can count. American Educational Research Association, 1(2), 1-4.
  4. Su, T. (2005). Approaches of increasing teaching efficiency in large English classes. Teacher's Journal, 1, 33-34.
  5. Yu, J. (2004). Problems and strategies of teaching English in large college classes. Journal of Chongqing University of Post and Telecommunication (Social Science), 3(1), 139-140.
  6. Zhang, L. (2010). Problems of teaching English in primary large classes in rural areas and application of group study. Journal of Guangxi Normal University for Nationalities, 27(1), 129-131.

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Metadata

Authors
A. Bahanshal, D.
Venue
English Language Teaching
Publisher
Canadian Center of Science and Education
Published
2013-10-09
Volume
6
Issue
11
ISSN
  • 1916-4742 (ISSN-L)
  • 1916-4750
DOI
10.5539/elt.v6n11p49
OpenAlex
W2096698467
Cited by
80
References
43
Citations by year
2026: 6 · 2025: 4 · 2024: 8 · 2023: 13 · 2022: 13 · 2021: 5 · 2020: 12 · 2019: 3 · 2018: 5 · 2017: 5 · 2016: 5 · 2015: 1
FWCI
13.95
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • English Language Teaching (publishedVersion, cc-by)
  • RePEc: Research Papers in Economics (submittedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Education › English Language Learning and Teaching
Keywords
large classes, English as a foreign language, high school English teaching, teacher perceptions, learning outcomes

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