Teaching English in Large Classes

2010 ◽  
Vol 5 (2) ◽  
Author(s):  
Madhu Upadhaya
Keyword(s):  
Teaching English ◽  
Large Classes

scholarly journals THE IMPLEMENTATION OF BLENDED LEARNING APPROACH IN HIGHER EDUCATION INSTITUTIONS – A SOLUTION TO TEACHING ENGLISH IN LARGE CLASSES

2019 ◽  
Vol 199 (06) ◽  
pp. 87-92
Author(s):  
Hoàng Thị Thu Hoài ◽  
Trần Thị Thảo
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Learning Approach ◽  
Teaching English ◽  
Large Classes

Việc giảng dạy tiếng Anh cho những lớp học đông sinh viên đã gây ra nhiều thách thức cho giáo viên, đặc biệt trong giáo dục đại học. Giáo viên khó triển khai các hoạt động duy trì kỷ luật lớp học, nhất là đối với những sinh viên thiếu ý thức làm chủ bản thân. Việc dạy học trong những lớp học đông sinh viên cũng gây nhiều khó khăn cho công tác giảng dạy, cũng như các hoạt động kiểm tra, đánh giá. Hơn nữa giáo viên khó lòng đáp ứng hết nhu cầu khác nhau của sinh viên. Bài viết này hướng tới việc giới thiệu một phương pháp dạy, học được tin là sẽ giải quyết được phần nào vấn đề lớp học đông sinh viên, phương pháp dạy, học kết hợp. Đây không phải là một ý tưởng mới. Tuy nhiên, việc kết hợp giữa mô hình lớp học truyền thống và ứng dụng công nghệ thông tin trong giảng dạy và học tập sẽ giúp phần giảm áp lực cho giáo viên. Sinh viên sẽ phát triển được phương pháp học tự chủ trong khi giáo viên vẫn kiểm soát được các hoạt động bên ngoài lớp học của sinh viên. Chúng tôi tin tưởng rằng phương pháp dạy, học kết hợp này nếu được nghiên cứu một cách toàn diện sẽ trở thành xu hướng giáo dục của tương lại.

Teaching English to Large Classes: 3

ELT Journal ◽  
1965 ◽  
Vol XIX (4) ◽  
pp. 159-164
Author(s):  
JEAN FORRESTER
Keyword(s):  
Teaching English ◽  
Large Classes

scholarly journals Perception on the Effectiveness of Method in Teaching English as a Second Language to 21st Century Learners

2020 ◽  
Vol 6 (10) ◽  
Author(s):  
Fara Samifanni ◽  
Rose Leslie Gumanit
Keyword(s):  
Second Language ◽  
21St Century ◽  
Group Discussion ◽  
Data Gathering ◽  
Target Language ◽  
Future Research ◽  
Teaching English ◽  
Student Centered ◽  
Large Classes ◽  
21St Century Learners

Numerous studies revealed to us that rote memorization is an ineffective learning approach and the teacher-centered or traditional instruction, versus student-centered instruction, may not provide the most efficient outcomes for students‟ learning. The focus of this study was to assess the Perception on the Effectiveness of Method in Teaching English as a Second Language to 21st Century Learners. Using the descriptive-correlational research design, the study utilized a survey questionnaire as the main data gathering tool and a semi-structured open-ended questionnaire for the focus group discussion. It was revealed that the teachers are using Communicative Language Teaching (CLT) due to its effectiveness in managing large classes. The preference of 21st-century learners on CLT strengthens their use of the target language. Twenty-first century ESL students highly exposed to CLT improve their fluency, accuracy, and competence. The fundamental role of education is to prepare the 21st century learners to become assets and responsible members of our society. With the changes and improvements which come with time, this importance of education‟s role remains. Recommendations for future research were proposed.

Teaching English to Large Classes: 1

ELT Journal ◽  
1964 ◽  
Vol XVIII (3) ◽  
pp. 98-102
Author(s):  
JEAN FORRESTER
Keyword(s):  
Teaching English ◽  
Large Classes

scholarly journals Educators as mediators in teaching English as First Additional Language in Grade 6 inclusive classrooms in South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-9
Author(s):  
Margaret Chauke ◽  
Ramodungoane Tabane
Keyword(s):  
Inclusive Education ◽  
Study Data ◽  
Inclusive Classrooms ◽  
Learning Needs ◽  
Teaching English ◽  
Teaching Resources ◽  
Large Classes ◽  
Diverse Learning ◽  
Minimum Requirements ◽  
Depth Interviews

Educators are one of the stakeholders in the education system working to ensure learner success. According to the Minimum Requirements For Teacher Education Qualifications, educators must fulfil 7 roles in their quest to impart education. In the study reported on her, we investigated Grade 6 educators’ knowledge and use of mediation as one of their roles in teaching English as First Additional Language (FAL) in Grade 6 inclusive classrooms. We further investigated how educators responded to learners who had diverse learning needs in English as FAL in Grade 6 inclusive classrooms. Six educators who taught English as FAL were purposively selected to participate in this study. Data were collected using qualitative research methods such as in-depth interviews and observations, in addition to document analysis. The participating educators indicated that large classes, a lack of training on inclusive education, and the scarcity of teaching resources made their mediation roles in teaching English as FAL in Grade 6 inclusive classrooms very challenging.

scholarly journals Large Classes in the Context of Teaching English as a Foreign Language

2021 ◽  
Vol 11 (4) ◽  
pp. 333-339
Author(s):  
Basmah Ali Abu-ghararah
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Skills ◽  
Teaching English ◽  
Effective Technique ◽  
Large Classes ◽  
Teaching Language ◽  
Teachers Experiences ◽  
Language Classes ◽  
Efl Teachers

The purpose of this study is to explore the techniques used by teachers of English as a foreign language (EFL) in teaching the four language skills to students in large classes in Madinah, Saudi Arabia. This study also seeks to determine the most effective technique to teaching large classes by examining teachers’ experiences. Additionally, this study investigates the teachers’ use of language techniques for language classes with respect to gender, qualification, years of experience, and level of teaching. The subjects of the study were 307 EFL teachers from Saudi schools. This study used descriptive statistical methods to examine the teachers’ preferred techniques in teaching the four central English skills in a large class setting. The results show that EFL teachers use a variety of language techniques in teaching graphic skills rather than aural ones. Further, gender and level of teaching shape their preferences for using certain techniques when teaching language skills in large classes. The study raised some questions for further research.

scholarly journals Effectiveness of Learning Management System for Teaching English Language at Higher Education Level

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 1-9
Author(s):  
Dr. Afsheen Salahuddin ◽  
Dr. Fouzia Ajmal ◽  
Dr. Saira
Keyword(s):  
Management System ◽  
English Language ◽  
Learning Management System ◽  
Single Group ◽  
Teaching English ◽  
Large Classes ◽  
Language Classes ◽  
Teachers And Students ◽  
Post Test ◽  
Learning Management

The present research study was conducted in one of the private sector universities of Lahore city in Pakistan. This study has utilized a quantitative paradigm that included a single group pre-test post-test experimental design. The problem identified was a less developed English language grammar skill in the students and also how to teach English language successfully to the large classes i.e. consisting of 50 to 60 students. The main purpose was to develop some plans to facilitate the large classes. A single group quasi-experiment was conducted for four months (one semester) to find out whether the implementation of the Learning Management System (LMS) for the teaching of the English language is successful or not. The rationale of the study was to provide detailed lesson plans and analysis of how the teaching is done through the LMS in large English language classes like having 50 to 65 students per class. The results showed that LMS or the Learning Management System proved to be successful for teaching English to large classes as it saved time for the teachers and students both along with providing ample guidance and support. The present study is significant as it provides a guideline for other institutes on how they can also utilize this software effectively for teaching the English language.

Teaching English to Large Classes: 4

ELT Journal ◽  
1965 ◽  
Vol XX (1) ◽  
pp. 68-72 ◽  
Author(s):  
JEAN FORRESTER
Keyword(s):  
Teaching English ◽  
Large Classes

Teaching Large Classes in Chinese High Schools: What Do Teachers Say and Do?

2017 ◽  
Vol 40 (2) ◽  
Author(s):  
Gu Ming ◽  
Wang Qiang
Keyword(s):  
Negative Attitude ◽  
Pedagogical Issues ◽  
Issues Management ◽  
Common Phenomenon ◽  
Teaching English ◽  
Psychological Burden ◽  
Large Classes ◽  
Teachers Perceptions ◽  
The Past ◽  
Quantitative And Qualitative Methods

AbstractTeaching English to large classes is a common phenomenon in developing countries, and China is no exception. Such an issue has attracted attention of many researchers worldwide over the past two decades. However, such research in China has been relatively rare. This paper reports an investigation into teachers’ perceptions and practices of teaching English to large classes in Chinese schools. The study used both quantitative and qualitative methods to explore teachers’ attitude towards their perceived problems regarding teaching English to large classes, and the strategies they used to cope with large classes. Results show that an overwhelming majority of the Chinese English teachers (92.6%) hold a negative attitude towards teaching English in large classes. Pedagogical issues, management-related difficulties and psychological burden emerged as major obstacles. Despite these problems, teachers were seeking strategies to cope with the problems in their daily practices with more or less success.

Teaching English to Large Classes: 2

ELT Journal ◽  
1964 ◽  
Vol XIX (1) ◽  
pp. 13-17
Author(s):  
JEAN FORRESTER
Keyword(s):  
Teaching English ◽  
Large Classes
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