A Case Study of Teaching Speaking Skills in Large Classes: Problems and Solutions

Abstract

Class size is a major concern at any educational setup. However, when we talk about large classes, its notion varies from country to country and context to context. There is no exact quantitative definition of what means a large class does not have the exact size; it is measured by number of students per teacher, and various perceptions teachers have regarding the large classes in their teaching and learning context, issues, challenges, classroom management strategies, assessment and feedback methods and recommendations, etc. This study investigates the teachers’ perception of teaching speaking skills in large classes, various issues and strategies. There is substantial research evidence that teaching speaking skills in large classes contribute significant challenges for both, teachers and students. However, when some professional and experienced teachers used large classroom teaching strategies and speaking activities, practicing speaking skills was no more a challenge for them. They also enjoyed teaching speaking in large classes via various classroom management techniques, strategies, activities and through standard speaking lesson plan. The study followed a qualitative research paradigm. A case study with detailed semi-structured interviews was used to precede the research. A sample of 15 English Language Teachers (ELTs) as research participants were selected from different public and private sector universities of Karachi. Interviews were transcribed first than initial and focus coding and themes were generated for open ended questions. The major themes were related to the issues/ challenges, classroom management strategies, assessment and feedback methods and recommendations of teaching speaking skills in large classes.

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“…A wide range of aspects is in focus of attention, which emphasizes the complexity and importance of the issue, so different aspects are taken into account: variety of speaking tasks; topic preferences (Chrysler & Van Auken, 2003) and topic modelling (Rolim, et al, 2019); different approaches in teaching speakingcommunicative, pragmatic, etc. (Anita, et al, 2023), technology-based teaching approach (Thu, 2020); teacher-centered approach, learner-centered approach; a variety of strategies for teaching speaking (Annisa, et al, 2023) in small groups and large classes (Bhutto, et al, 2023); a wide number of methods (collaboration, cooperative learning) and techniques; individual tasks and group activities to motivate students; assessment and grading; online and offline learning; teaching speaking while using Zoom Video Conferencing (A'isy, et al, 2023); various problems EFL teachers face (Seraj, et al, 2016) including the study of different contexts and cultural differences.…”

“…While teaching communicative skills in both small groups and large classes a teacher should choose and «modify» necessary vocabulary, account for context and cultural differences (Bhutto, et al, 2023). Students can benefit from the pragmatic approach as they «practice language structures by understanding practical conditions that involve factors beyond language, which provide meaning» (Anita, et al, 2023).…”