This study aims to investigate the concept of a large class, challenges and issues faced by the teachers while teaching writing skills courses in large classes along with the strategies they use in order to cater to the problems. Therefore, in-depth interviews with nine private and public sector university teachers were conducted. The thematic analysis of the data revealed that a large class, in the Pakistani context, consists of 30 to 35 students and teachers particularly face the problems in assessment, giving feedback, ensuring individual attention, maintaining discipline, and controlling noise factor, etc. The assessment and feedback issues can be catered to by using peer assessment and peer feedback as they are viable strategies to deal with the large writing classes. In order to reduce the noise factor, some related activities can be practised to ensure maximum involvement of learners and ultimately, it reduces the disruptive noise. Identification of students in terms of their behaviour and seriousness towards learning paves the way for choosing appropriate teaching techniques which in turn helps to manage large writing classes having mixed ability students to achieve objectives of the course.
This study aims to investigate the concept of a large class, challenges and issues faced by the teachers while teaching writing skills courses in large classes along with the strategies they use in order to cater to the problems. Therefore, in-depth interviews with nine private and public sector university teachers were conducted. The thematic analysis of the data revealed that a large class, in the Pakistani context, consists of 30 to 35 students and teachers particularly face the problems in assessment, giving feedback, ensuring individual attention, maintaining discipline, and controlling noise factor, etc. The assessment and feedback issues can be catered to by using peer assessment and peer feedback as they are viable strategies to deal with the large writing classes. In order to reduce the noise factor, some related activities can be practised to ensure maximum involvement of learners and ultimately, it reduces the disruptive noise. Identification of students in terms of their behaviour and seriousness towards learning paves the way for choosing appropriate teaching techniques which in turn helps to manage large writing classes having mixed ability students to achieve objectives of the course.
This study aims to know teachers’ perception regarding research and throw a shadow of light on this critical issue with respect to teaching pedagogy. For this study, data were collected through survey questionnaire with close ended items from 104 secondary school teachers (SSTs) (grade 6 to 10) and English language centers of Karachi. The data analysis revealed that most of the teachers believed that the knowledge they gain from the teaching is more effective and valuable rather than the knowledge acquired from research. In both categories, majority of the participants declared that they have limited sources available in order to access the Second Language Acquisition (SLA) articles, whereas half of them stated that they do not have enough time to conduct SLA research, a few of them reported as lack of interest, one of the SSTs indicated that research articles are difficult to understand and no ability to conduct research. Furthermore, majority of the teachers agreed that a teacher should be researcher, whereas a few of them disagreed with the statement. This study concludes with some ideas and proposals to remove the pertaining communication barriers between researchers and teachers.
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