Strategies Used by English Teachers to Manage Their Large Size Classes
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Department of English Education
Abstract
The present research work entitled "Strategies Used by English Teachers to managet heir large size classes" is an attempt to find out strategies adopted by teachers to manage large size ELT classes. The study was carried
out by using both primary and secondary sources of data. To achieve the objectives, a classroom observation form and a set of questionnaire were prepared as the tools for data collection. The data were taken from the twenty higher secondary English teachers of Kathmandu valley. From each school, two English teachers were selected by using purposive non-random sampling method. The teachers were provided questionnaire and their forty classes were observed by the researcher with the help of a check-list. The data collected
through the classroom observation and questionnaire were analyzed and interpreted both descriptively and statistically. It was found that there was a gap between the teachers' knowledge about the strategies that could be used in large size ELT classes and their practices in real classroom teaching. This thesis consists of five chapters. The first chapter deals with theintroduction of the topic in which background, statement of the problems,objectives, research questions, significance of the study, delimitation of the study and the operational definition of key terms are included. The second chapter includes the review of both theoretical and empirical literature, along with the implication of the review for the study. It also includes conceptual framework. The third chapter deals with the methods and procedures of the study. It includes research design, population and sample, sampling procedure, data collection tools, data collection procedure and data interpretation procedures. The fourth chapter includes analysis and interpretation of the data and the summary of the findings. Then, the fifth chapter presents the conclusion of the study and recommendations. Moreover, it also suggests some pedagogical implications based on policy level, practice level and further study.
This chapter is followed by references and appendices used for the study.