Research Article
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The effects of class size on English learning at a Thai university

Year 2012, Volume: 1 Issue: 1, 80 - 88, 10.12.2011

Abstract

Large classes are the norm and a cause for concern for many language teachers.  Most previous research into large classes has surveyed teachers’ beliefs about the size and problems of large classes.  Surprisingly, there has been no previous research in English language teaching into the effects of class size on learning.  This study examines the relationship between class size and learning for 984 classes of students ranging in size from 10 to 103 students for four fundamental English courses at a Thai university.  The findings show significant negative correlations between class sizes and grades, both for all students on all courses and for those students who studied in very differently sized classes on different courses.  Furthermore, comparing the grades of students in different classes suggests two threshold levels of 25 and 45 students per class beyond which learning drops off noticeably.

References

  • Allwright, D. (1989). Is class size a problem? Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 3.
  • Boonmoh, A. (2005). Getting ready to teach in a large class: A diary study. Guidelines 27(2), 14–18.
  • Chimombo, M. (1986). Evaluating compositions with large classes. ELT Journal 40(1), 20- 26. doi:10.1093/elt/40.1.20
  • Coleman, H. (1989). Large classes in Nigeria. Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 6.
  • Conference on College Composition and Communication (2009). Conference on college composition and communication position statement on second language writing and writers. Retrieved from: http://www.ncte.org/cccc/resources/positions/secondlangwriting
  • Dudley-Evans, T., and St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
  • Duppenthaler, P. (1991). Suggestions for large classes. Guidelines 13(1), 64-73.
  • Finn, J. D. and Achilles, C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis 21(2), 97-109.
  • George, H. V. (1991). Language learning in large classes. Guidelines 13(1), 55-63.
  • Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal 51(2), 106-116.
  • Holliday, A. (1996). Large- and small-class cultures in Egyptian university classrooms: A cultural justification for curriculum. In H. Coleman (Ed.), Society and the language classroom (pp. 86-104). Cambridge: Cambridge University Press.
  • Kumar, K. (1992). Does class size really make a difference? – Exploring classroom interaction in large and small classes. RELC Journal 23(1), 29-47. doi:10.1177/003368829202300103
  • Li, D. (1998). “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly 32(4), 691-692. doi:10.2307/3588000
  • LoCastro, V. (1989). Large size classes: The situation in Japan. Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 5.
  • LoCastro, V. (2001). Large classes and student learning. TESOL Quarterly 35(3), 493-496. doi:10.2307/3588032
  • MacDonald, M. G., Thiravithul, Z. M., Butkulwong, W., and Kednoi, P. (2002). Team English in adolescent large EFL classes. Pasaa 33, 18–33.
  • McLeod, N. (1989). What teachers cannot do in large classes. Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 7.
  • Nolasco, R., & Arthur, L. (1990). You try doing it with a class of forty In R. Rossner & R. Bolitho (Eds.) Currents of Change in English Language Teaching (pp. 188-195). Oxford: Oxford University Press.
  • Nunan, D., & Lamb, C. (1996). The Self-Directed Teacher. Cambridge: Cambridge University Press.
  • Office of Instructional Consultation USCB (2008). Teaching Large Classes at UCSB. Retrieved from http://oic.id.ucsb.edu/faculty-handbook-teaching/teaching- learning/teaching-large-classes-uc-santa-barbara
  • Peachey, L. (1989). Language learning in large classes: A pilot study of South African data. Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 8.
  • Pichaipattanasopon, N. (2001). The new English curriculum at KMUTT. In R. Watson Todd (Ed.), Task-based learning and curriculum innovation (pp. 13-15). Bangkok: King Mongkut’s University of Technology Thonburi.
  • Safnil (1991). Techniques for dealing with large English classes. Guidelines 13(1), 82-86.
  • Sarwar, Z. (1991). Adapting individualization techniques for large classes. In D. R. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader (pp. 127-136). London: Routledge.
  • Sarwar, Z. (2001). Innovations in large classes in Pakistan. TESOL Quarterly 35(3), 497-500. doi:10.2307/3588033
  • Touba, N. A. (1999). Large classes: Using groups and content. Forum 37(3), 18-22.
  • Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.
  • Watson Todd, R. (1999). Doing the impossible: Doubling class size, reducing workload and increasing learner participation. ThaiTESOL Bulletin 12(1), 33-39.
  • Watson Todd, R. (2006a). Continuing change after the innovation. System 34(1), 1-14. doi:10.1016/j.system.2005.09.002
  • Watson Todd, R. (2006b). The classroom language of larger and smaller classes. rEFLections 9, 24-40.
  • Watson Todd, R. (2006c). Why investigate large classes? rEFLections 9, 1-12.
  • Watson Todd, R. (forthcoming). Large-sized language classes. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. New York: Wiley-Blackwell.
Year 2012, Volume: 1 Issue: 1, 80 - 88, 10.12.2011

Abstract

References

  • Allwright, D. (1989). Is class size a problem? Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 3.
  • Boonmoh, A. (2005). Getting ready to teach in a large class: A diary study. Guidelines 27(2), 14–18.
  • Chimombo, M. (1986). Evaluating compositions with large classes. ELT Journal 40(1), 20- 26. doi:10.1093/elt/40.1.20
  • Coleman, H. (1989). Large classes in Nigeria. Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 6.
  • Conference on College Composition and Communication (2009). Conference on college composition and communication position statement on second language writing and writers. Retrieved from: http://www.ncte.org/cccc/resources/positions/secondlangwriting
  • Dudley-Evans, T., and St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
  • Duppenthaler, P. (1991). Suggestions for large classes. Guidelines 13(1), 64-73.
  • Finn, J. D. and Achilles, C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis 21(2), 97-109.
  • George, H. V. (1991). Language learning in large classes. Guidelines 13(1), 55-63.
  • Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal 51(2), 106-116.
  • Holliday, A. (1996). Large- and small-class cultures in Egyptian university classrooms: A cultural justification for curriculum. In H. Coleman (Ed.), Society and the language classroom (pp. 86-104). Cambridge: Cambridge University Press.
  • Kumar, K. (1992). Does class size really make a difference? – Exploring classroom interaction in large and small classes. RELC Journal 23(1), 29-47. doi:10.1177/003368829202300103
  • Li, D. (1998). “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly 32(4), 691-692. doi:10.2307/3588000
  • LoCastro, V. (1989). Large size classes: The situation in Japan. Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 5.
  • LoCastro, V. (2001). Large classes and student learning. TESOL Quarterly 35(3), 493-496. doi:10.2307/3588032
  • MacDonald, M. G., Thiravithul, Z. M., Butkulwong, W., and Kednoi, P. (2002). Team English in adolescent large EFL classes. Pasaa 33, 18–33.
  • McLeod, N. (1989). What teachers cannot do in large classes. Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 7.
  • Nolasco, R., & Arthur, L. (1990). You try doing it with a class of forty In R. Rossner & R. Bolitho (Eds.) Currents of Change in English Language Teaching (pp. 188-195). Oxford: Oxford University Press.
  • Nunan, D., & Lamb, C. (1996). The Self-Directed Teacher. Cambridge: Cambridge University Press.
  • Office of Instructional Consultation USCB (2008). Teaching Large Classes at UCSB. Retrieved from http://oic.id.ucsb.edu/faculty-handbook-teaching/teaching- learning/teaching-large-classes-uc-santa-barbara
  • Peachey, L. (1989). Language learning in large classes: A pilot study of South African data. Lancaster-Leeds Language Learning in Large Classes Research Project Report No. 8.
  • Pichaipattanasopon, N. (2001). The new English curriculum at KMUTT. In R. Watson Todd (Ed.), Task-based learning and curriculum innovation (pp. 13-15). Bangkok: King Mongkut’s University of Technology Thonburi.
  • Safnil (1991). Techniques for dealing with large English classes. Guidelines 13(1), 82-86.
  • Sarwar, Z. (1991). Adapting individualization techniques for large classes. In D. R. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader (pp. 127-136). London: Routledge.
  • Sarwar, Z. (2001). Innovations in large classes in Pakistan. TESOL Quarterly 35(3), 497-500. doi:10.2307/3588033
  • Touba, N. A. (1999). Large classes: Using groups and content. Forum 37(3), 18-22.
  • Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.
  • Watson Todd, R. (1999). Doing the impossible: Doubling class size, reducing workload and increasing learner participation. ThaiTESOL Bulletin 12(1), 33-39.
  • Watson Todd, R. (2006a). Continuing change after the innovation. System 34(1), 1-14. doi:10.1016/j.system.2005.09.002
  • Watson Todd, R. (2006b). The classroom language of larger and smaller classes. rEFLections 9, 24-40.
  • Watson Todd, R. (2006c). Why investigate large classes? rEFLections 9, 1-12.
  • Watson Todd, R. (forthcoming). Large-sized language classes. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. New York: Wiley-Blackwell.
There are 32 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section ELT Research Journal
Authors

Richard Watson Todd

Publication Date December 10, 2011
Submission Date June 12, 2013
Published in Issue Year 2012 Volume: 1 Issue: 1

Cite

APA Watson Todd, R. (2011). The effects of class size on English learning at a Thai university. ELT Research Journal, 1(1), 80-88.