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 accessAbstract
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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Overcrowded classes have been found to be a barrier that limits contact between teachers and students, minimizes students' exposure to the language and negatively impacts learning outcomes (see Al-Mohanna, 2010;Bahanshal, 2013).”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Bahanshal, 2013
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
(2009) · Cited by 21,330
The Role of Assessment in a Learning Culture
Shepard, L. A. (2000) · Educational Researcher · doi:10.3102/0013189x029007004 · Cited by 2,161 · cited 1×
“Shepard (2000) reiterates this idea by stressing that assessing and evaluating students is a significant tool to the teaching and learning process, that: To the right is an emergent, constructivist paradigm in which teachers' close assessment of students' understandings, feedback from peers, and…”
BackgroundUr, P. (1996) · Cited by 1,077
Harmer, J. (1997) · Cited by 964
Understanding language teaching: from method to postmethod
(2006) · Choice Reviews Online · doi:10.5860/choice.44-1658 · Cited by 852
How to teach English : an introduction to the practice of English language teaching
Harmer, J. (1998) · Longman eBooks · Cited by 460
Teaching large classes at college and university level: challenges and opportunities
Mulryan-Kyne, C. (2010) · Teaching in Higher Education · doi:10.1080/13562511003620001 · Cited by 387
The “Why’s” of Class Size: Student Behavior in Small Classes
Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003) · Review of Educational Research · doi:10.3102/00346543073003321 · Cited by 352
Understanding language teaching from method to post-method
Kumaravadivelu, B. (2006) · Cited by 267
The paradox of reducing class size and improving learning outcomes
Hattie, J. (2005) · International Journal of Educational Research · doi:10.1016/j.ijer.2006.07.002 · Cited by 243
Research works printed but not linked: 6
- Brown, H. D. (2001). Teaching by principles. White Plains: Addison Wesley Longman, Inc.
- 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.
- Resnick, L. (Ed.) (2003). Class size: Counting kids can count. American Educational Research Association, 1(2), 1-4.
- Su, T. (2005). Approaches of increasing teaching efficiency in large English classes. Teacher's Journal, 1, 33-34.
- 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.
- 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.
Cited by
Sorted by citations
Factors Underlying Low Achievement of Saudi EFL Learners
Alrabai, F. (2016) · International Journal of English Linguistics · doi:10.5539/ijel.v6n3p21 · Cited by 143
“Bahanshal (2013) clarified that classes in Saudi government schools vary in size.”
BackgroundAlrabai, F. (2022) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2053138 · Cited by 161
Vibulphol, J. (2016) · English Language Teaching · doi:10.5539/elt.v9n4p64 · Cited by 99
Students’ Readiness and Problems in Learning English through Blended Learning Environment
Sriwichai, C. (2020) · Asian Journal of Education and Training · doi:10.20448/journal.522.2020.61.23.34 · Cited by 47
Salient Key Features of Actual English Instructional Practices in Saudi Arabia
Al-Seghayer, K. (2015) · English Language Teaching · doi:10.5539/elt.v8n6p89 · Cited by 44
Metadata
- Authors
- A. Bahanshal, D.
- Venue
- English Language Teaching
- Published
- 2013-10-09
- Volume
- 6
- Issue
- 11
- ISSN
- 1916-4742 (ISSN-L)
- 1916-4750
- 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
- hybrid
- doi.org
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
