Strategies Used by Teachers in Large ELT Classes

Abstract

Thepresentthesisentitled"Strategies Used by Teachers in Large ELT Classes"is an attempt to explore general strategies used in large ELT classes andcompare the teachers knowledge of the strategies and their practices. The studywas carried out by using both primary and secondary sources of data. In orderto fulfill the objectives of the study twenty higher secondary level Englishteachers teaching in large classes from ten schools situated in Kathmanduvalley representing at least twoteachers from each school through purposivenon random sampling procedure. A set of questionnaire and a classroomobservation checklist were the research tools for eliciting the data. It was foundthat there was a gap between the teachers' knowledge aboutthe strategies thatcould be used in large ELT classes and their practices in real classroomsteaching. Therefore, it is recommended that the teachers should be aware aboutvarious strategies and their practices in real classroom teaching. This study is divided into four main chapters. The first chapter presents thegeneral background of the study, ELT in Nepal, the concept of large class,classroom management, advantages and challenges used in large ELT classes,general strategies used in large ELT classes and review of related literature.The second chapter is concerned with the methodology used in the study underwhich sources, population of the study sampling procedure, tools for datacollection and limitation of the study are described chapter there encompassesthe analysis and interpretation of the data elicited through questionnaire andclassroom observation. Chapter four incorporates findings andrecommendations for pedagogical implication after the analysis andinterpretation of the data. The reference and appendices form the concludingpart of the thesis.