Large Mixed ELT Classes and The Challenges Faced by Teachers

Abstract

The present study entitled “Large Mixed ELT Classes and the Challenges Faced by Teachers” was an attempt to identify the existing teaching situation of large ELT classes and the challenges in managing those classes in terms of physical and pedagogical aspects. The main objective of this study was to find out the present teaching situation of large ELT classes and the challenges for managing classroom effectively in terms of physical aspects and pedagogical aspects. To achieve the objectives, classroom observation and questionnaire were used as the tools for data collection. The data were collected from the twelve secondary English teachers of Nawalparasi district. The samples were selected using non-random purposive sampling procedures. The collected data were analyzed descriptively and statistically. The findings show that the classroom management was not satisfactory. Teachers were not found to havebeen using effective classroom management techniques such as focusing child centred learning method, using post method pedagogy in the classroom,maximizing interaction, collaboration, assignments and correction, individual treatments, pair and group works to create the favourable environment for the large ELT classroom. Inadequate physical facilities, excessive use of mother tongue, failure to use the post method pedagogy in their presentation, less focus to child centred learning methods, least interaction, collaboration, feedback,assignment and correction, disruptive and emotional students were found to be the common problems. It was also found that the training and induction that the teachers had received was not sufficient to implement in the context of their schools. Similarly, even the trained experienced teachers were found neglecting using child friendly teaching approaches and techniques. This thesis consists of five chapters. The first chapter deals with the general background, statement of the problem, objectives of the study, research questions, significance of the study, delimitation of the study and operational definition of the key terms. The second chapter contains theoretical and empirical review of literature, implication of the review for the study and x conceptual framework. Similarly, the third chapter deals with the methods and procedures of the study which includes the design of the study, population and sample, sampling procedures, data collection tools and data collection procedures. The fourth chapter consists of the results and discussion of the collected data. The fifth chapter deals with the summary, conclusion and some pedagogical implications based on the analysis and interpretation of collected data. References and appendixes are attached at the end.