Class Size in English Language Teaching: Teacher's Perspective

Amalia Yahya; Andi Husni A. Zainuddin; St. Hartina

doi:10.24256/ideas.v12i1.4975

Authors

Amalia Yahya State Islamic Insitute of Palopo, Indonesia
Andi Husni A. Zainuddin State Islamic Institute of Palopo, Indonesia
St. Hartina State Islamic Institute of Palopo, Indonesia

DOI:

https://doi.org/10.24256/ideas.v12i1.4975

Keywords:

Class Size, English Language Teaching

Abstract

This qualitative study investigates the impact of class size variability on the teaching process within the English Language Teaching (ELT) context at UPT SP SDN 25 Pae-Pae, Wasuponda. Through in-depth interviews with English language teachers, the research aims to gain insights into teachers' perspectives and experiences regarding the influence of class size on instructional practices and student outcomes. The findings reveal significant disparities between large and small classes, with larger classrooms offering advantages in facilitating interactive and engaging learning experiences, while smaller classrooms present challenges, particularly during interactive sessions. Classroom management strategies emerged as crucial in addressing challenges in both large and small classroom environments, ensuring a conducive learning environment for all students. Additionally, the study highlights the psychological and social impacts of class size and learning environment conditions on students, emphasizing the importance of tailored approaches and adequate facilities in promoting positive social interactions and collaborative learning experiences. Overall, the research underscores the importance of adaptive teaching practices and continuous professional development in meeting the diverse needs of students across varying class sizes and learning contexts within ELT settings.

References

Chang, H. J. (2020). The Flipped Classroom Approach for Tourism English Learners. English Teaching(South Korea), 75(3), 93–107. https://doi.org/10.15858/engtea.75.3.202009.93

Doron, E., & Spektor-Levy, O. (2019). Transformations in Teachers’ Views in One-to-One Classes—Longitudinal Case Studies. Technology, Knowledge and Learning, 24(3), 437–460. https://doi.org/10.1007/s10758-017-9349-5

Esteban-Bravo, M., & Jose M. Vidal-Sanz. (2021). Marketing Research Methods: Quantitative and Qualitative Approaches. Cambridge University Press.

Farrell, T. S., & Jacobs, G. M. (2020). Essentials for Successful English Language Teaching. Bloomsbury Publishing. https://teslcanadajournal.ca/index.php/tesl/article/download/1457/1345/2247

Gramling, D. (2021). The Invention of Multilingualism. Cambridge University Press.

Huang, Q. (2019). Comparing Teacher’s Roles of F2f Learning and Online Learning in a Blended English Course. Computer Assisted Language Learning, 32(3), 190–209. https://doi.org/10.1080/09588221.2018.1540434

Husnaini, H. (2022). Development of Self Esteem-Oriented Micro Teaching Materials for IAIN Palopo English Education Students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 538-560.

Husnaini, H. (2018). The Effectiveness Of Know–Want-Learn (KWL) Strategy in Teaching Reading Comprehension. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 6(2).

Iskandar, I., Sumarni, S., Dewanti, R., & Asnur, M. N. A. (2022). Infusing Digital Literacy in Authentic Academic Digital Practices of English Language Teaching at Universities. International Journal of Language Education, 6(1), 75–90. https://doi.org/10.26858/ijole.v6i1.31574

Lee, O. (2021). Asset-Oriented Framing of Science and Language Learning with Multilingual Learners. Journal of Research in Science Teaching, 58(7), 1073–1079. https://doi.org/10.1002/tea.21694

Li, C. (2021). A Control–Value Theory Approach to Boredom in English Classes Among University Students in China. Modern Language Journal, 105(1), 317–334. https://doi.org/10.1111/modl.12693

Linares, R. E. (2019). Meaningful Writing Opportunities: Write-Alouds and Dialogue Journaling With Newcomer and English Learner High Schoolers. Journal of Adolescent and Adult Literacy, 62(5), 521–530. https://doi.org/10.1002/jaal.932

Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.

Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing Oral Proficiency Through Cooperative Learning among Intermediate EFL Learners: English Learning Motivation in Focus. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1683933

Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The Impact of Cooperative Learning on Developing Speaking Ability and Motivation toward Learning English. Journal of Language and Education, 5(3), 83–101. https://doi.org/10.17323/jle.2019.9809

Parrish, A. H., & Sadera, W. A. (2020). Teaching Competencies for Student-Centered, One-to-One Learning Environments: A Delphi Study. Journal of Educational Computing Research, 57(8), 1910–1934. https://doi.org/10.1177/0735633118816651

Pertiwi, R. S., Salabiyati, I., Damara, D., & Pratolo, B. W. (2020). The Teacher’s Perspectives About Challenges of Teaching English for Young Learners: A Case Study at English Course for Young Learners. Advances in Social Science, Education and Humanities Research, 397(Icliqe 2019), 65–74. https://doi.org/10.2991/assehr.k.200129.009

Phan, T. T. N., & Huynh, D. T. N. (2021). Improving Non-Majored Students’ Fluency in the English Speaking Skill in the Online Environment via Ms-Team. Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021), 533(AsiaCALL), 97–105. https://doi.org/10.2991/assehr.k.210226.012

Safura, S., Helmanda, C. M., & Ninda, A. (2023). English Teachers’ Strategies in Managing Large Classes. Foremost Journal, 4(2), 114–120. https://doi.org/10.33592/foremost.v4i2.3633

Yuyun, S. R. (2018). Learning Strategies Used By The Students of English Departement of Stain Palopo. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 6(1).

Schissel, J. L., Leung, C., & Chalhoub-Deville, M. (2019). The Construct of Multilingualism in Language Testing. Language Assessment Quarterly, 16(4–5), 373–378. https://doi.org/10.1080/15434303.2019.1680679

Schwarzenthal, M., Schachner, M. K., Juang, L. P., & van de Vijver, F. J. R. (2020). Reaping the Benefits of Cultural Diversity: Classroom Cultural Diversity Climate and Students’ Intercultural Competence. European Journal of Social Psychology, 50(2), 323–346. https://doi.org/10.1002/ejsp.2617

Sholah, H. M. (2020). Teaching and Learning English Using Google Classroom for Indonesian Students. Jurnal Pusaka, 8(1), 1–12. http://ejournal.alqolam.ac.id/index.php/jurnal_pusaka/article/view/375

Solheim, O. J., & Opheim, V. (2019). Beyond Class Size Reduction: Towards More Flexible Ways of Implementing a Reduced Pupil–teacher Ratio. International Journal of Educational Research, 96(November 2018), 146–153. https://doi.org/10.1016/j.ijer.2018.10.008

Stavans, A., & Porat, R. (2019). Multidisciplinary Perspectives on Multilingualism: The Fundamentals. De Gruyter Mouton.

Syakira, S., & Nur, S. (2022). Learners’ Perceptions on the Use of Oral Corrective Feedback in One-to-One EFL Classroom. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 6(2), 286. https://doi.org/10.26858/eralingua.v6i2.26177

Tadesse, A., Eskelä-Haapanen, S., Posti-Ahokas, H., & Lehesvuori, S. (2021). Eritrean Teachers’ Perceptions of Learner-centred Interactive Pedagogy. Learning, Culture and Social Interaction, 28, 0–31. https://doi.org/10.1016/j.lcsi.2020.100451

Tavares, V. (2021). Essentials for Successful English Language Teaching. TESL Canada Journal, 38(1), 99–101. https://doi.org/10.18806/tesl.v38i1.1349

Toro, L. V., Pinza, E. I., Vargas, A. B., Zúñiga, A., Paredes, F. M., & Espinosa, F. O. (2019). Teachers and Students’ Perceptions of Teaching and Learning English in Small Classes: A Case of Ecuador. Turkish Online Journal of Educational Technology, 18(1), 720–729.

Turner, K. (2019). One-to-one Learning and Self-determination Theory. International Journal of Instruction, 12(2), 1–16. https://doi.org/10.29333/iji.2019.1221a

Wali, Y. S., Abulfathi, F. A., & Mustapha, M. A. (2019). Impact of Classroom Environment on Students` Performance in English Language. Journal of Education and Practice, 10(17), 49–52. https://doi.org/10.7176/jep/10-17-07

Williams, P., Sheridan, S., & Pramling Samuelsson, I. (2019). A Perspective of Group Size on Children’s Conditions for Wellbeing, Learning and Development in Preschool. Scandinavian Journal of Educational Research, 63(5), 696–711. https://doi.org/10.1080/00313831.2018.1434823

Xu, D., Glick, D., Rodriguez, F., Cung, B., Li, Q., & Warschauer, M. (2020). Does Blended Instruction Enhance English language Learning in Developing Countries? Evidence from Mexico. British Journal of Educational Technology, 51(1), 211–227. https://doi.org/10.1111/bjet.12797

Yasmin, M., Naseem, F., & Masso, I. C. (2019). Teacher-directed Learning to Self-directed Learning Transition Barriers in Pakistan. Studies in Educational Evaluation, 61(March 2018), 34–40. https://doi.org/10.1016/j.stueduc.2019.02.003

Yinger, R. J. (1987). Learning the Language of Practice. Curriculum Inquiry, 17(3), 293–318. https://doi.org/10.1080/03626784.1987.11075294