Promoting Learner Engagement in a Large University-Level ESL Class in Pakistan

Khurram, Bushra Ahmed

doi:10.1057/978-1-137-53104-9_4

“…There is a small literature on class size in higher education (Bandiera, Larcinese & Rasul, 2010;Martins & Walker, 2006;Monks & Schmidt, 2011;Sapelli & Illanes, 2016). Khurram (2018) suggests that students in a large class can be engaged while using active teaching modes (McGroarty et al 2004;Teixeira-Dias et al 2005;Clark et al 2008). In large classes with limited teaching and learning resources, teachers' motivation and a positive attitude can cater the challenges faced by the learners, and students' engagement can be increased to ensure better learning of students.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

Jokhio

¹

,

Raza

²

,

Younus

³

et al. 2022

JEELS

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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.

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“…In Pakistani public sector universities' context, English language teaching and learning takes place in complicated circumstances (Khurram, 2018) which include large-sized classes, non-availability of adequate teaching and learning resources, and lack of student engagement (Bughio, 2012). In Xu's (2001) article about teaching College English in China, a large class refers to the number of students ranging from 60 to 150.…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is a small literature on class size in higher education (Bandiera, Larcinese & Rasul, 2010;Martins & Walker, 2006;Monks & Schmidt, 2011;Sapelli & Illanes, 2016). Khurram (2018) suggests that students in a large class can be engaged while using active teaching modes (McGroarty et al 2004;Teixeira-Dias et al 2005;Clark et al 2008). In large classes with limited teaching and learning resources, teachers' motivation and a positive attitude can cater the challenges faced by the learners, and students' engagement can be increased to ensure better learning of students.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

Jokhio

¹

,

Raza

²

,

Younus

³

et al. 2022

JEELS

View full text Add to dashboard Cite

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.

show abstract

“…Studying English as a Foreign Language (EFL) is both exciting and difficult, particularly for students who have completed the majority of their courses in their primary language, the four skills of listening, speaking, reading, and writing are crucial for acquiring a foreign language, and any imbalance in any competence might impede the entire process (Shehzad et al, 2020). English language teaching and learning takes place in difficult circumstances in the context of Pakistani public sector universities (Khurram, 2018), including large-size classes, lack of sufficient teaching and learning facilities, and lack of student participation (Bahanshal, 2013). While Utami et al (2022), claim that large courses have fewer immediate negative effects on learning, the challenges of working with large classes remain a concern for educators.…”

Section: Introductionmentioning

confidence: 99%

Insights into English Language Teaching (ELT) in Large Classes: Perspectives from Pakistani Learners

Zarmina Sharif,

Muhammad Zeeshan

2023

PJLL

0

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There is a body of work that reports the challenges of ELT in large classes from teacher’s perspectives. However there are limited studies that have discovered learner’s understanding of ELT in large classes to address this, the present study aims to explore Pakistani learner’s insight into such classes. The research study has employed a qualitative research methodology by using purposive sampling technique eight participants were selected from two universities located in Quetta Balochistan. The data was obtained through semi structured interview protocols. The finding indicates that large class sizes poses challenges for both teachers and students. Hence hampering learners’ language proficiency development given that, this study contributes by proposing both policy and pedagogical implications. Specifically, structural inequality in terms of providing resources to the general masses should be addressed. Moreover, given the constraint, teachers should be trained to handle the large classes and may be trained to employ such teaching approach and techniques which suits their context.

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Promoting Learner Engagement in a Large University-Level ESL Class in Pakistan

Cited by 4 publications

References 29 publications

Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

Insights into English Language Teaching (ELT) in Large Classes: Perspectives from Pakistani Learners

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