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

Abstract

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.

Lecturers’ Challenges and Strategies in Teaching English Writing Skills in Large Classes

“…All participants agreed that they felt uncomfortable giving assessments and feedback because there were a large number of students, and giving individual attention was impossible. In line with that, other studies also say that lecturers cannot provide feedback regularly and productively to each student (Jokhio et al, 2020;Ouahidi, 2021). Despite the fact that providing feedback is an essential aspect of teaching a second language, which is useful for improving skills and expanding student ZPD in writing classes (Fithriani, 2019;Susanti et al, 2020).…”

“…Generally, instructors do not have management problems in large writing classes, regardless of how much teaching experience they have. Even large classes can help teachers improve their managerial skills (Jokhio et al, 2020). However, participants believe that their little experience makes it difficult for them to evaluate further in dealing with large classes, so a lot of experience is needed to find effective ways to deal with large classes and improve teaching skills in writing courses.…”

“…Applying several approaches recommended by the lecturer in this study is believed to be able to reduce large class problems in the context of writing to a minimum level. But in fact, the strategies used in one context are different from those in other contexts (Jokhio et al, 2020). The strategy may or may not be effective if applied to distinct classes or contexts.…”

“…Lecturers are encouraged to use some of the strategies suggested in this study to deal with large writing classes. Referring to the statement of Jokhio et al (2020), the strategies used in one context are different from those in other contexts. Therefore, it is recommended that teachers or lecturers try to prepare various strategies and approaches by first identifying the knowledge and needs of students in different context.…”

“…Each location has a different impression of large classrooms for teachers, as well as a varied approach that must be taken depending on the context being taught (Mulryan-Kyne, 2010). Therefore, handling large writing classes requires thorough planning and practical tactics that are tailored to the situation in order to make teaching large writing classes a successful venture (Jokhio et al, 2020). Relevant research on large classes in the context of English as a Foreign Language (EFL) in Indonesia has been discussed by Sulistyowati (2012) also Hadi and Arante (2015).…”