The challenge of teaching and learning english in large classes: a case of at Havsa vocation school

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DIVISION OF ENGLISH LANGUAGE TEACHING

A MASTER’S THESIS

THE CHALLENGES OF TEACHING AND

LEARNING ENGLISH IN LARGE CLASSES:

A CASE STUDY AT

HAVSA VOCATIONAL SCHOOL

GİZEM KEMALLARLI

ADVISOR

ASSIST. PROF. DR. LÜTFİYE CENGİZHAN AKYOL

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Name of the Thesis: The Challenges of Teaching and Learning English in Large

Classes: A Case Study at Havsa Vocational School

Prepared by: Gizem KEMALLARLI

ABSTRACT

The aim of this case study is to identify the problems and challenges which English instructor and the students face. For the purpose of this task, a large class is defined as 24 students or more. 174 students from Havsa Vocational School, Trakya University participated in the study. At the time of the study the participants were not in the same level, they were multilevel English learners. The data was gathered through the questionnaire and the collected data through the questionnaire was analyzed using Statistical Package of Social Sciences (SPSS for Windows 15.0). Also, the researcher took part as an observer in this study.

The findings of the study revealed that large class affects learning and teaching English in a negative way. The motivation and the concentration decrease because of a large class. Depending on the statistical results, it is discovered that there is a significant connection between class size and teaching/learning English.

Key words: large class, foreign language, vocational school, multilevel

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Tezin Adı: Kalabalık Sınıflarda İngilizce Öğretmenin ve Öğrenmenin Zorlukları:

Havsa Meslek Yüksek Okulu Örneği

Hazırlayan: Gizem KEMALLARLI

ÖZET

Bu çalışma, kalabalık sınıflardaki öğrencilerin karşılaştıkları sorunlar ve zorluklar hakkındaki algılarını belirlemek amacıyla yapılmıştır. Çalışma, 2012 yılında Trakya Üniversitesi Havsa Meslek Yüksekokulu'nda gerçekleştirilmiştir. Araştırmada karma yöntem kullanılmıştır; nicel ve nitel yöntem. Çalışmaya Havsa Meslek Yüksekokulu'ndan 174 birinci sınıf öğrencisi katılmıştır. Ayrıca, okuldaki tek İngilizce dersi veren araştırmacının da kalabalık sınıflarda öğretme zorluğu konusunda görüşlerine yer verilmiştir. Çalışmanın yapıldığı esnadaki katılımcı öğrencilerin İngilizce seviyeleri birbirlerinden farklılık göstermekteydi. Bu bağlamda, kalabalık bir sınıf, 24 öğrenci veya daha fazlası olarak tanımlanmıştır. Anket yolu ile elde edilen veriler Sosyal Bilimler İstatistik Paketi (SPSS for Windows 15.0) kullanılarak analiz edilmiştir. Araştırmanın bulgularına göre, kalabalık İngilizce sınıflarındaki öğrenciler, öğretimin ve öğrenimin olumsuz yönde etkilendiği görüşündeydiler. Kalabalık sınıflardaki öğrenciler düşük motivasyon ve konsantrasyona sahiptiler. Öğrencilerin algılarına göre, İngilizce, kalabalık sınıflarda etkili bir şekilde öğrenilemezdi ve öğretmenin görüşü de zaten öğrenme ve öğretme konusunda öğrencilerle aynı yöndeydi.

Anahtar sözcükler: kalabalık sınıf, yabancı dil, Meslek Yüksek Okulu, farklı

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ACKNOWLEDGEMENTS

I would like to express gratitude to many people around me during the writing process of my thesis. Firstly, I am grateful to my supervisor Assist. Prof. Dr. Lütfiye Akyol for her constant encouragement and valuable guidance throughout the study. Her sincerity and patience always encouraged me and helped me to complete my thesis.

I would not have done anything without my family. They always encouraged me to study, and supported all my life.

I’m also grateful to my dear friends Assoc. Prof. Dr. Sedef Zeyrekli Yaş, Assoc. Prof. Dr. Hakan Yaş and Lecturer Yasin Usta for their support and valuable suggestions throughout my study.

Finally, I would like to express my thanks to my students who took part in the study, my friends Jana Jencakova Demirkaya, Umut Öztürk, Banu Samana and Nilay Karahan for their valuable support.

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TABLES AND GRAPHICS

Table.1: Demographic information of the study ... 25

Graphic.1: Displays the demographic information of the study ... 26

Table.2: General table ... 27

Graphic.2: Displays the general situation ... 28

Table.3: The effect of gender on foreign language learning questions 1-12... 29

Table.4: The effect of gender on foreign language learning questions 13-18... 30

Table.5: The averages of the answers considering the gender ... 31

Table.6: The effect of age on foreign language learning questions 1-9 ... 31-32 Table.7: The effect of age on foreign language learning questions 10-18 ... 33-34 Table.8: The averages of the answers considering the age ... 34

Table.9: The effect of place where the students’ parents live on foreign language learning questions 1-8 ... 35

Table.10: The effect of place where the students’ parents live on foreign language learning questions 9-18 ... 36

Table.11: The averages of the answers considering the place where the students’ parents live ... 37

Table.12: The effect of intensivity of the students’ previous foreign language studies on foreign language learning questions 1-12 ... 37-38 Table.13: The effect of intensivity of the students’ previous foreign language studies on foreign language learning questions 13-18 ... 39

Table.14: The averages of the answers considering the intensivity of the students’ previous foreign language studies on foreign language learning questions13-18 ... 39

Table.15: The effect of students’ success in English Language on foreign language learning questions 1-10 ... 40-41 Table.16: Detailed analysis of question number 3 ... 42

Table.17: The effect of students’ success in Enlish Language on foreign language learning questions 10-16 ... 42-43 Table.18: Detailed analysis of question number 12 ... 44

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Table.19: The averages of the answers considering the students’ success in Enlish

Language on foreign language learning ... 44

Table.20: The effect of the most difficult skills in Enlish Language on foreign language learning questions 1-10 ... 45-46 Table.21: Detailed analysis of question number 10 ... 46

Table.22: The effect of the most difficult skills in Enlish Language on foreign language learning questions 10-18 ... 47-48 Table.23: Detailed analysis of question number 13 ... 49

Table.24: The averages of the answers considering the most difficult skills in English Language on foreign language learning ... 49

Table.25: The effect of the barries in achieving higher success in Enlish on foreign language learning questions 1-9 ... 50-51 Table.26: Detailed analysis of question number 7 ... 51

Table.27: The effect of the barries in achieving higher success in Enlish on foreign language learning questions 10-18 ... 52

Table.28: Detailed analysis of question number 9 ... 53

Table.32: The averages of the answers considering of the barries in achieving higher success in Enlish on foreign language learning ... 56

Table.33: Detailed avareges of the averages of the answers considering of the barries in achieving higher success in Enlish on foreign language learning ... 57

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PART 1 1.0. Design of the Study

The structure of the study is divided into five sections. In the first section introduction, problem, aim, significance, assumptions, limitations, key terminology and abbreviations of the present study are presented.

The second section consists of detailed information about literature review, definition of large class, problems of teaching large classes.

In the third section, the description of Havsa Vocational School, general information about the school including English syllabus are given.

In the fourth chapter, the method of the study is described: descriptive method, participants, instruments, procedures for data collection and data analysis, questionnaire for the students, checklist for the teacher.

In the last chapter, the findings and discussions are presented: the findings of teacher’s observation and the findings of the students’ questionnaire.

1.1. Introduction

Throughout the world, teachers face many obstacles with large classes and they suffer from the teaching difficulties in those classes. Parveen Khan and Mohammad Iqbal state in their article that the teachers who participated in the study responded that effective teaching was not possible in overcrowded classrooms as it caused physical, discipline, instructional and evaluation problems ( Khan & Iqbal, 2012 ). Amarat (2011) argues that teaching in overcrowded classrooms is one of the most serious problems. Large classes not only affect learners performance but also put immense stress on teachers ( Shah & Inamullah, 2012 ). Based on the results of

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the research carried out for this thesis, we may say that there is not any specific definition of a large class. Generally, it has been considered that there are many aspects that may affect students’ opinion as well as an opinion of a teacher about the size of the class. Whether the number of students in the class is small or rather large may depend mainly on the studying subject, language tools, school materials and facilities and nevertheless the skills and the approach of the teacher have an important role to play. Different countries and also people have varied perceptions of what constitutes a large class. According to Coleman (1989, p. 36) , there is not a certain definition of a large class. For Hess (2001, p. 2) this is “classes of thirty or more students”. Additionally, Hayes (1997, p.4)says, "There can be no quantitative definition of what constitutes a "large" class, as perceptions of this will vary from context to context".

1.1.1. Background of the study

In this thesis, the problems of teaching and learning English in large classes at Havsa Vocational School are presented. While teaching general English 2 hours peer week (only Accounting program-4 hours per week) at Havsa Vocational School in 2012, the researcher decided to study the effects of large classes on teaching and learning English. There were more than 24 students in the classrooms, approximately 50 or 60. Thus, it was very difficult to teach English and to know each student individually.

According to Harmer (1991), pair work and group work immediately increase the amount of talking time. It is for this reason that these methods in large classes are chosen as suitable teaching methods, yet there are so many students and they can not move from their seats since the physical setup of chairs and desks in the classroom. Therefore, the teacher avoids making the students do group work or pair work. The students tend to prefer more flexible seating arrangements (Harvey and Kenyon, 2013). However, at Havsa Vocational School, the students’ desks were not

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flexible for group work, either. The desks were arranged in a traditional way and education was often conducted through lectures.

In the light of these, this study is sought to explore the challenges of teaching and learning in the large classes. The impact of the pros and cons on students’ motivation, study engagement and the most importantly their results along with the impact on the teacher, studying program, and the amount of information shared with the students are considered in this study.

1.2. Problem

Large classrooms present difficulty for teachers. As Nolasco and Arthur

(1988) identify, the basic problems of these classrooms:

 Coping with the noise,

 Persuading the class to use English, managing the introduction and setting up of activites,

 Making limited resources go a long way and monitoring the work of individuals within the class (p. 5).

Unwanted chats among the students and increasing noise level can be stressful for the teachers and distracting for the students. As Pedder says: In larger classes, more time is needed for non-academic activities related to administrative and organizational procedures and to the management and control of discipline. Reductions in the quantity of learning opportunities constrain teachers from achieving the necessary pace, depth and breadth of curriculum coverage as class size increases (2006, p. 224).

 Monitoring students

Keeping students on a task or monitoring them during a group/pair work can be challanging to control.

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Shy students afraid to ask something or participate to the lesson or even surrounding by outnumbered students, some teacher may feel uncomfortable.

 Evaluation

Checking homework is always time consuming and measuring effection is really challenging.

1.3. Aim

The aim of this study is to identify the problems and challenges which English instructor and students face at Havsa Vocational School, Trakya University. In accordance with this aim, following research questions will be adressed:

1. What kind of challanges does the teacher face while trying to teach English in a large class?

2. What kind of challanges do the students face while trying to learn English in a class?

For the purpose of this task, a large class is defined as 24 students or more. Besides, the purpose of this paper is to suggest some guidelines for large class EFL teachers. By knowing the individual student better, it is possible for the teacher to serve specific help for them in their language learning. In this context, the specific aim of the study is to analyse the issues that may occur while teaching large classes by applying the following guidelines:

a) to understand individual students as much as possible in large class English Teaching

b) to clarify learning goals to inspire the motivation and interest of the students c) to use the group work style and collaborative learning

d) to foster the students’ independent learning abilities and reduce their dependence on teacher

e) to use different learning materials and different teaching forms. (PENG, Ning, 2007)

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1.4. Significance

This is a significant study utilised by the literature component to provide strategies and guidelines of practical application and potential to facilitate teaching in large classrooms. The collection of TEFL teaching suggestions, lessons, and activities in this study will give the other teachers and researchers an opportunity to learn from the experiences. The ideas we will reach in this study offer current approaches to large classes.

1.5. Assumptions

In this study, the followings are the necessary assumptions:

1. The number of the participants in the English class is more than 24. Therefore, it is thought that this sample class is representative of the population to make some inferences.

2. The participants are volunteers who may withdraw from the study at any time and with no ramifications.

3. The participants trust the researcher because of the communication and clear explanations about the aim of the case study.

4. Due to the preserved anonymity and confidentiality; the participants answer the questions truthfully.

1.6. Limitations

Although the general aim of the present study has been reached; there were some limitations and shortcomings.

First, studying only with a particular school constitues a limitation as represented data generated from their answers may not be enough to generalize the result to other classes inside or outside of Turkey, but statistical conclusions from the

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data collected should be considered to be valid because of the stratified random sample.

Further, using the questionnaire which doesn’t include open-ended questions didn’t allow for more individual answers. However, by identifying the goal of the questionnaire and designing it carefully allowed to collect the aimed data without taking a long time to complete.

Finally, as it was mentioned earlier, the methodology used for data collection is a questionnaire only with limited classes' observation while including observational method would allow the researcher to actually see a real practice in large classes and that would enrich the data. Yet, the quantitative method helped to create statistical data with resacher’s limited own opinions.

1.7. Key Terminology

Stratified random sample: A technique which attempts to restrict the

possible samples to those which are ``less extreme'' by ensuring that all parts of the population are represented in the sample in order to increase the efficiency (that is to decrease the error in the estimation). (2014)

Large Class: One in which characteristics and conditions present themselves as inter-related and collective constraints that impede meaningful teaching and learning. (2013)

1.8. Abbreviations

EFL : English as a Foreign Language

SPSS : Statistical Package for The Social Sciences

TEFL : Teaching English a a Foreign Language

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PART 2 LITERATURE REVIEW

2.0. Introduction

This chapter begins with the introduction, the literature review, the definition of large class and the problems of teaching large classes.

2.1. Literature review

The overcrowded classes in teaching and learning have become a real-world issue both for teachers and students. On the teachers’ side, the language teachers who hold a negative view against large classes because they believe that having a great number of students in one class can cause some problems that affect them and their students. For instance, there is no communication, the class is out of control, lack of individual attention and difficult to set effective group activities (Bahanshal, 2013). On the students’ side, they can not concentrate on the lesson properly, and when the learners get bored, they may begin to disturb their classmates. This situation blocks the learning process. In this context, Locastro (2001, p. 494) believes, “having a large class prevented teachers from doing what they wanted to do to help learners make progress in developing their language proficiency.” She classifies the difficulties that teachers faced into three parts as; pedagogical, management and affective problems. She says, for instance, teachers of English think that carrying out language skill tasks are difficult and for large classes the attendance of the students will not be good enough during the class. Teachers of large classes believe that it is difficult to keep all students’ names in their minds, which is an important key for building a good relationship between the teacher and students. She emphasizes that teachers of speaking skills may have problems in arranging activities that include all the students of a big class. It is not easy for teachers to monitor students’ learning progress and giving feedback to them. Works individually can not be done easily and management is another problem. Besides, when it comes to higher education,

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Pascarella and Terenzini (1991) explain their idea about the reduction of active participation of the students because of the large-sized classes:

Perhaps the strongest conclusion that can be made is the least surprising. Simply put, the greater the student’s involvement or engagement in academic work or in the academic experience of college, the greater his or her level of knowledge acquisition and general cognitive development” (p. 616).

2.2. Definiton of large class

There is not a standard definition in the literature as to what constitutes a large class. Mulryan-Kyne (2010) defines a large class as "a class that is too large for effective teaching to occur" (p. 176). On the other hand, Heppner (2007) thinks that large classes like a small business which should be set up and handled carefully. For instance, According to Scrivener (2010) «Large» is relative; it depends on what you are used to. If you are used to groups of eight students, then you might regard 25 as large. Some teachers regularly teach classes of 40 students, others 80. Some teachers work with 100 or more students at a time ( p. 331). For Ur (1996) “the exact number does not really matter: what matters is how you, the teacher see the class size in your own specific situation” (p. 302). Baker and Westrup (2000) say: “A large class can be any number of students, if the teacher feels there are too many students for them all to make progress” (p. 2). Based on the results of the research carried out for this thesis, we may say that there is not any specific definition of a large class. Generally, it has been considered that there are many aspects that may affect students’ opinion as well as an opinion of a teacher about the size of the class. Whether the number of students in the class is small or rather large may depend mainly on the studying subject, language tools, school materials and facilities and nevertheless the skills and the approach of the teacher have an important role to play.

Coleman (1989) also says, there is not a certain definition of a large class. It depends on the teacher’s opinion which related to certain conditions.

"There is no such a thing as a small or large class. Because a 'small' class

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is probably what determines 'small' or 'large'. This opinion, in turn, is dependent on such things as:

(a) the size of the class relative to other classes in the school or district; (b) the size of the class relative to the teacher's experience and training; (c) the level of schooling;

(d) the subject; and

(e) the total teacher workload" (p. 36).

In this paper a large class refers to a class with more than 24 students but day by day, class size is growing. In some of the countries, “25-30 students per one teacher is considered large, while in other countries this is seen to be normal or even quite small.” (UNESCO Bangkok 2006, p. 1). Susan Renaud, Elizabeth Tannenbaum, and Phillip Stantial (2007) state that “at a recent TESOL (Teachers of English to Speakers of Other Languages) conference workshop, participants were asked how many students would make up a “large class” in their teaching environment. The most common answer was 25.” (Bureau of Educational and Cultural Affairs Student-Centered Teaching in Large Classes with Limited Resources in English Teaching Forum > Volume 45 > Number 3)

Pressure from increased student numbers and the need for educational institutions to be profitable has led to a doubling of class size in many schools over the last few years. For many teachers, large class size is one of the biggest problems in their work.

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2.3. Problems of Teaching Large Class

It is generally accepted that class size has a negative impact on teaching and learning in education. Large classes present great problems to many teachers in terms of language teaching and learning. It is easy to notice that students in large classes have few opportunities to practice English. Most teachers think that large class size brings about problems concerning efficiency, effectiveness, class management and so on. These problems have a big effect on the quality of teaching and learning. And many researchers share same worries with teachers.

“Large classes are simply not as effective as small classes for retention of

knowledge, critical thinking, and attitude change.” (McKeachie, 1978, p. 207).

Al- Jarf's (2006) study shows the participants’ idea as "due to the size of the class they do not have enough time to pay attention to each and give every student a chance to speak and participate" (p. 24).

Kennedy and Kennedy (1996) notice that it is not easy to control what happens when there is an increase in the number of students. In order to give chance to each student for activities during the lesson, in Hayes’s opinion, the ideal class should be 30 at most (1997). Hayes (1997) identifies the problems as follows:

 Discomfort: When teachers want to do interactive activities, they feel the physical restrictions of a classroom because of the large number desks and chairs. It can easily be understood that there is no chance to do something about the class size or the number of desks and chairs but the optimum organization of furniture in an area which is limited for interactive lessons is something that can be tried to deal with.

 Control: Teachers often feel that they can not control what happens due to large classes.

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If students all chat and make noise in the classroom especially during pair or group activities, teachers have difficulty in controlling the class.

 Individual attention: In establishing good teacher-student relationships, it is really important to use names. Teachers do not want to neglect the needs of the students so, using names is the first step.

 Evaluation: Checking all of the students’ exercises is time-consuming and exhausting.

The idea of working with students in large classes makes teachers suspicious but in some cases this can be used. For example, students exchange books or correct their own work while the teacher gives the answers and after that students write answers on the board. If necessary, other students correct the answers. With this technique, students have chance to check work in pairs and it is important to do this before the teacher gives the answers (S 1, 31- 38).

When it comes to the major problems, Watson Todd (2006 a, pp. 3-4) lines up them as in the following:

 Teaching strategies  Management skills

 Ways to build good student interactions and friendly student-teacher relationships

 Teaching feedback and evaluation  Marking students’ papers.

About large classes Scrivener (2010) says in large classes students can not move easily and the seating arrangement seems to prevent a number of activities. Furthermore, There is limited eye contact from teacher to students and there is limited or no eye contact amongst them. Moreover, teacher can not give attention equally to all students and interaction tends to be restricted to those closest to the front. Besides, the seats at the back tend to attract people who want to do something

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other than learn English. Learners hide away and the discipline can be a problem, too. Lecturing seems to be the only workable lesson type (p. 331-332).

In this subject, Harmer (2000) thinks that not only teachers but also students feel the difficulties of large classes. Teaching process and learning process are also affected by large classes. For instance, teachers find it difficult to communicate with the students sitting at the back. And it is also hard for students to feel the individual attention. Although teachers are expected to create an environment that is full of energy and new ideas for teaching and learning, it is not very easy to do this. When it comes to inexperienced teachers, teaching large classes becomes more challenging.

Krieger (2003) compares small-size classes and large classes and believes that teachers in small-size classes use more facial expressions, more eye contact, more positive remarks that are accepted as essential for effective teaching process. On the other hand, Blatchford and Mortimore (1994) mentions about the class size reduction. With the reduction, there can be some positive effects on teaching and learning process:

 quality of teaching better;  curriculum coverage better;

 basic instruction completed more quickly leaving more time for enrichment activities;

 students receive more attention;

 better teacher control and less time spent on managing students;  more time and space;

 better morale;

 improved student–student relations.

Mohammad Rhalmi (2013) in his article shares his ideas about the problems below;

 Organizing, planning and presenting lessons may be a big problem for teachers.

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 Another problem is to engage learners actively in the learning process may not be easy in a learning process.

 It is very difficult to imagine that a large class would benefit from school resources such as; computers, books, references.

 With crowded classroom teachers might find it difficult to measure effectiveness.

 Relunctant students hide themselves in such a crowded atmosphere. Mohammed Rhalmi, published May 23, 2013

https://www.myenglishpages.com/blog/teaching-large-classes-problems-and-suggested-techniques/

Overall, there were some challenges in these classes for the teacher such as; not remembering the names of the students, not knowing the students and their needs individually and not keeping students on a task or not monitoring them during a group and pair work were very big problems. On the students’ side, chatting among them and increasing noise level, not following the teacher’s instructions and not seeing the blackboard clearly for the students at the back side were really very big challenges.

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PART 3 HAVSA VOCATIONAL SCHOOL

3.0. Introduction

In this chapter, firstly Havsa Vocational School of Trakya University as a

key concept is introduced. Secondly, the English syllabus is presented.

3.1. General information about the school

Havsa Vocational School was founded in 1995-1996 term being bound to Trakya University Rectorate. The school started education with Accounting program and Business Management program. Later on, Banking and Greenhousing program started education in 1998-1999 academic year. The school moved to its new building on the 15th of September, 2007. In 2008-2009 academic year evening education of Banking, Accounting, Business Management, Finance and Landscaping started. Later on, Irrigation Technology program started education in 2011.

Havsa Vocational School’s purpose is to educate members of profession with a broad world vision, independent and scientific thinking, and whose activity is based on the principles and reforms of Atatürk and for the benefit of the region and the country on the whole.

The school has the vision to accomplish the development of individuals being bound to Atatürk’s principles and reforms, experts in their area, dominant in computer skills, technology and informatics world, with its valuable education programmes. Below the picture of the vocational school is illustrated:

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Image.1: Havsa Vocational School, Trakya University

There were 574 students and 24 lecturers (10 were guest teachers) during

2011-2012 academic year.

3.2. English Syllabus of the school

Departments which take compulsory English Courses are given below:  Banking and Insurance : 2 hours per week

 Business Management : 2 hours per week

 Accounting : 4 hours per week

 Finance : 2 hours per week

 Landscaping : 2 hours per week

 Greenhousing : 2 hours per week

 Logistics : 2 hours per week

“English for Life” by Tom Hutchinson (Oxford University Press) is used as the coursebook by the instructor of the school. Illustrations of the books are given below:

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English for Life Elementary was the course book used at Havsa Vocational School. The books, as the course book and the student’s book, were simple and useful for the learners. Even though the books were designed with a simple approach, it was very hard to teach English to the students because of the overcrowdedness.

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PART 4 MEDHOD OF THE STUDY

4.0. Introduction

This chapter presents the information about the descriptive method. Participants, instruments and procedures for data collection and analysis are explained, questionnaire for the students and checklist for the teacher are given as well.

4.1. Descriptive Method

In this study, descriptive method was chosen. Therefore, both qualitative

and quantitive methods were used. As quantitative study, a 18- item Likert scale related to learners’ views about large class in English course were administered to the studentsat Havsa Vocational School, Trakya University. In the questionnaire, the students’ sex differentiations, the high schools they have finished, the places where their parents live were investigated. Of these students, there were 60% females and 40% males. 16% of the students were at the age of 18, 42% of them were at the age of 19, and 33% of them were at the age of 20 years old. 5% of the students were at the age of 21, 4% of them were at the age of 21 years old and above. The places their parents live of these students were 86% in cities, 9% of them were in towns, and 5% were in villages. As the types of schools the students graduated, 3% of them were foreign language intensive education and 97% of them were standard language education.

On the other hand, as qualitative method, the researcher (the teacher) becomes an observer and she reflects her own teaching difficulties about large classes. That is, the teacher of English participated the study as an observer because she was the only teacher there. In the school, there were 11 different departments,

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and each of them had at least 50 students. The researcher observed these large classes in terms of the challenges she faced by using a 10 estimated problem statements checklist which she prepared in advanced as a guideline. The researcher found out the obstacles as: Knowing the students individually, setting up activities, teaching and practicing language skills, getting students’ attention, checking homework and having multilevel students who get bored because of being ahead of the others or not being able catch the others.

4.2. Participants

The population of this study consists of one Teacher of English and the

students at Havsa Vocational school, Trakya University in Turkey. The sampling of the study consisted of all undergraduate students (174 students) during the academic year 2011-2012. At the time of the study the participants were not in the same level, they were multilevel English learners. The data was gathered through the questionere and the collected data through the questionnaire was analyzed using Statistical Package of Social Sciences (SPSS for Windows 15.0). Also, the researcher took part as an observer in this study.

4.3. Instrument(s)

A survey was conducted aiming to determine learning difficulties of the students in large classes at Havsa Vocational School. “Teaching and Learning Difficulties in Large Classes‟ was used as data collection means. In the scale formed of Likert-type 18 statement points, the participants must grade the items with “Strongly Disagree”, “Disagree”, “Not sure”, “Agree” and “Strongly agree”. Validity of the scale was identified by using Exploratory Factor Analysis.

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4.4. Procedures for Data Collection and Data Analysis

In the beginning, the necessary permission was obtained from Havsa Vocational School in order to get benefit from this questionnaire.

In order to conduct the questionnaire, the vice-principal was informed firstly and then the students were informed about the questionnaire and it was made clear to them. In the end, collected questionnaires were prepared for the analysis.

In this qualitative case study primary data source was students’ questionnaire and in the study the researcher took part as an observer.

The quantitative data collected through the questionnaire was analyzed using Statistical Package of Social Sciences (SPSS for Windows 15.0).

4.5. Questionnaire for the students

In Havsa Vocational School there were two educational programs for the students:

Day time education and evening education programs. Both programs had the same syllabus in content.

“The questionnaire of big class size” was developed by the researcher, Orhan Çınar, from Atatürk University. In this study big class size effects on teachers and students have been investigated. Subjects for the study were 234 teachers and 590 students of twelve high schools in the provinces of Ağrı, Erzurum and Malatya

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in April 2004. Data were tabulated by frequencies and percentages. One way ANOVA and t test were used in statistical analysis. Findings have been compared according to demographic characteristics.

The questionnaire was rearranged according to the needs of the students who learn English in Havsa Vocational School. It consisted of 18 statements to which the students could respond on a five-point scale from strongly disagree to strongly agree about large class learning difficulties.

It was distributed to 200 evening students. However, only 174 students gave them back. The questionnaire was given to 200 students in total, we got back 174 valid ones. Considering the specific groups of students the questionnaire was answered by the gender – 60% female and 40% male. The age- 16% 18 years old, 42% 19 years old, 33% 20 years old, 5% 21 years old and 4% 21 years old and above. The places where their parents live- 86% in cities, 9% in towns, 5% in villages. The types of schools they graduated- 3% foreign language education and 97% standard language education.

Then, the questionnaire was analyzed using Statistical Package of Social Sciences (SPSS for Windows 15.0). In the questionnaire for the students; as demographic knowledge; the students’ sex differentiations, the high schools they have finished, the places where their parents live were investigated. On the next page, the questionnaire is presented:

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THE QUESTIONNAIRE OF THE CHALLANGES OF LEARNING ENGLISH IN LARGE CLASSES

Dear Students,

The main purpose of this questionnaire is to identify “ The Challenges of Learning English in Large Classes”. The names will not be written on the pages, the answers to this questionnaire will be kept confidential and the data will be analyzed using Statistical Package of Social Sciences. Your sincere answers will affect the accuracy of the results.

Thank you for your kind co-operation in completing this questionnaire.

Gizem KEMALLARLI

Type of Info:

1. Sex: ( ) Female ( ) Male

2. Age : ( ) 18 ( ) 19 ( ) 20 ( ) 21 ( ) 22 and above

3.The place where your parents live: ( ) City ( ) Town ( ) Village

4.The type of school you graduated: ( ) Foreign Language Intensive Education

( ) Standard Language Education

5. General success in English: ( ) Very successful ( ) Successful ( ) Average ( )

Below average

6. The most difficult skills in English learning:

( ) Reading comprehension ( ) Writing ( ) Listening ( )Speaking

7. The most difficult obstacle in English learning:

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1 Because of the noise and talking in the classroom, I can not concentrate.

2 It is an advantage to study English in large classes.

3 I do not want to participate in activities when it means race with the advanced students.

4 Large classes affect my English learning in a negative way.

5 Large classes affect my attendance to the lessons in a negative way.

6 My motivation decreases because of the large class.

7 I can not explain myself in large class.

8 I complain about studying in large class.

9 It makes me stressed to study in large class.

10 Because of the large class, I complain about students’ seating plan.

11 Large classes have a negative effect on my health.

12 It is a barrier to communicate with the teacher in the large class.

13 The large class affects my relationship with my classmates in a negative way.

14 Large class makes me nervous.

15 I can not see what is written on blackboard in large class.

16 Because of the large class, I do not want to go to school.

17 I do not get a chance to talk in the large class.

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4.6. Checklist for the teacher

In Havsa Vocational School, in order to identify the challenges of teaching English in large classes, the teacher prepared a checklist including 10 items which present particular estimated problem statements and used it as a guideline during the observation.

CHECKLIST FOR THE TEACHER YES NO

1 Knowing the students individually is hard. ●

2 Teaching language skills is difficult. ●

3 Practicing language skills is challenging. ●

4 Classroom management is a problem ●

5 Setting up activities is hard. ●

6 Getting students’ attention is time consuming. ●

7 Checking homework is time consuming. ●

8 Having multilevel students who get bored because of being ahead of the others is a challenge.

●

9 Having multilevel students who get bored because of not being able catch the others is a challenge.

●

10 Monitoring the students during the lesson is not easy. ●

●

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PART 5 FINDINGS

5.0. Introduction

In this chapter, the results of data analysis of current study and teacher observation are presented.

5.1. Findings of the students’ questionnaire

In order to gather an opinion from the students about the challenges of learning English as a second language in large classes, this questionnaire was given out at Havsa Vocational School. The questionnaire was given to 174 students in total, where considering the specific groups of students the questionnaiare was answered by the following:

174 students who were questioned were 60% female and 40% male as gender. Their age range was 16% 18 years old, 42%19 years old, 33% 20 years old, 5% 21 years old and 4% 21 years old and above. When it comes to the places where their parents live 86% in cities, 9% in towns, 5% in villages. The types of schools they graduated were 3% foreign language education and 97% standard language education. As for the item “General success of English” their successes were seen 1% very successful, 14% successful, 53% avarage and 32% below average. According to the students “The most difficult skill” was 55% speaking. Outnumbered class size is the reason why students do hide themselves and do not participate in class activities actively. The 26% of the students suffered from reading comprehension because of the overcrowdedness of the classes. Merely 10% of the students had problems in writing parts of the course book. Lastly, 9% of the students had problems in listening parts. As for the students “The most difficult obstacle of learning English” was 34% lack of vocabulary, 25% grammar, 16% experience and 26% large classes.

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Demographic information: N % Sex Female 105 60 Male 69 40 Total 174 100 Age 18 28 16 19 73 42 20 57 33 21 9 5 22 and above 7 4 Total 174 100

The place where your parents live

City 149 86

Town 16 9

Village 9 5

Total 174 100

The type of school you graduated

Foreign language intensive

education 5 3

Standard foreign language

education 169 97

Total 174 100

General success of English

Very successful 2 1

Successful 25 14

Average 92 53

Below average 55 32

Total 174 100

The most difficult skill

Reading comprehension 46 26

Writing 17 10

Listening 15 9

Speaking 96 55

Total 174 100

The most difficult obstacle of learning English Lack of vocabulary 59 34 Grammar 43 25 Experience 27 16 Large classes 45 26 Total 174 100

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0 20 40 60 80 100 120 140 160 Kad ın Erk ek 18 19 20 21 22 v e ü zeri _Sehir Kas ab a Köy Yab an cı d il a ğırl ıklı eği tim Sta n d ar t yab an cı d il e ğitim i Cok b aşarıl ı Baş ar ılı N o rm al N o rm ali n a ltın d a Ok u d u gu n u a n lama Yaz m a Din le m e Kon u sm a Ke lim e d aga rcig im in a zligi G ra m e r b ilgim De n ey im im Kalab alik s in if

cinsiyet yaş ailenizin oturduğu yermezun olunan okul türügenel olarak ingilizce başarınızingilizce öğreniminde en zorlandığınız beceriingilizce eğitiminde başarınızın daha yüksek olmasına engel nedir

N

Graphic.1: Displays the demographic information of the study

F em ale M ale 18 19 20 21 2 2 a n d o v er F o re ig n lan g u ag e in ten si v e ed u ca ti o n S tan d ard fo re ig n la n g u ag e ed u ca ti o n Age Sex The place where your parents live The type of scho ol you grad uate d General success of English The most difficult skill The most difficult obstacle of learning English Ve ry su cc ess fu l S u cc ess fu l Av era g e Be lo w av era g e Re ad in g c o m p re h en si o n Wr it in g Li ste m in g S p ea k in g Lac k o f v o ca b u lary Gra m m ar Ex p erien ce Larg e clas se s Cit y To wn Vill ag e

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Analysis of the questionare

General table

Strongly

disagree Disagree Not sure Agree

Strongly

agree Blank Total

N % N % N % N % N % N % N %

1.Because of the noise and

talking in the classroom, I can not

concentrate.

13 7 21 12 18 10 78 45 40 23 4 2 174 100

2. It is an advantage to study English in large classes.

59 34 52 30 29 17 20 11 11 6 3 2 174 100

3.I do not want to

participate in activities when it means race with the advanced students.

15 9 25 14 41 24 63 36 24 14 6 3 174 100

4. Large classes affects my English learning in a negative way.

12 7 26 15 16 9 62 36 55 32 3 2 174 100

5.Large classes affect my

attendance to the lessons in a negative way.

10 6 40 23 18 10 56 32 45 26 5 3 174 100

6.My motivation

decreases because of the large class.

8 5 31 18 21 12 65 37 47 27 2 1 174 100

7.I can not explain myself

in large class. 8 5 41 24 24 14 52 30 45 26 4 2 174 100

8. I complain about

studying in large class. 10 6 30 17 37 21 47 27 48 28 2 1 174 100

9.It makes me stressed to

study in large class. 9 5 47 27 29 17 58 33 28 16 3 2 174 100

10.Because of the large

class, I complain about students’ seating plan.

15 9 62 36 22 13 37 21 35 20 3 2 174 100

11.Large classes have a

negative effect on my health.

28 16 74 43 33 19 22 13 15 9 2 1 174 100

12.It is a barrier to

communicate with the teacher in the large class.

15 9 42 24 22 13 53 30 40 23 2 1 174 100

13.The large class affects

my relationship with my classmates in a negative way.

30 17 73 42 18 10 32 18 16 9 5 3 174 100

14.Large class makes me

nervous. 25 14 66 38 38 22 28 16 15 9 2 1 174 100

15.I can not see what is

written on blackboard in large class.

11 6 38 22 16 9 54 31 51 29 4 2 174 100

classs, I do not want to go to school.

29 17 77 44 23 13 24 14 16 9 5 3 174 100

17. I do not get a chance to

talk in the large class. 16 9 49 28 20 11 53 30 34 20 2 1 174 100

class, I can not hear what my teacher says.

17 10 32 18 20 11 53 30 50 29 2 1 174 100

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Graphic.2: Displays the general situation 0 10 20 30 40 50 60 70 80

Kesinlikle katılmıyorum Katılmıyorum Kararsızım Katılıyorum Kesinlikle katılıyorum

1. B e caus e of t he noi se a nd t al ki ng in t he … 2. It is a n a dv ant age t o st udy E n gl is h i n … 3. I do n ot want t o pa rt ici pat e in a ct iv it ie s … 4. L arg e cl as se s a ff e ct s m y En gl is h l e arni ng … 5. L arg e cl ass e s a ff e ct m y at te ndan ce t o t he … 6. M y m ot iv at ion dec re as e s be cau se of t he … 7. I can n ot ex pl ai n m ys e lf in l arg e cl ass . 8 . I co m pl ai n a bout stud yi ng in l arg e cl ass . 9. It m ak e s m e str e ss e d t o stu dy in l arg e cl as s. 10. B e cau se of t h e larg e cl ass , I co m pl ai n a bout … 11. L ar ge cl as se s h av e a ne gat iv e eff e ct on m y … 12. It is a ba rr ie r t o co m m uni cat e wi th t he … 13. Th e larg e cl as s a ff e ct s m y re lat io ns hi p wi th … 14. L ar ge cl as s m ak e s m e n e rv ous 15. I ca n not se e what is wr it te n on b lack board i n … 16. B e cau se of t h e larg e cl ass s, I do n ot want t o … 17 . I do no t ge t a cha n ce t o t al k in t he larg e cl as s. 18. B e cau se of t h e larg e cl ass , I ca n n ot hear … Strongly agree Agree Not sure Disagree Strongly disagree

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Do the thoughts about foreign language learning vary depend on gender? Strongly disagree Disagree Not sure Agree Strongly

agree Blank Total _Average P

Value

N % N % N % N % N % N % N %

1. Because of the noise and talking in the classroom, I can not concentrate. Female 7 7 11 10 8 8 51 49 27 26 1 1 105 60 3,77 0,11 Male 6 9 10 14 10 14 27 39 13 19 3 4 69 40 3,47 Total 13 7 21 12 18 10 78 45 40 23 4 2 174 100 3,65 2. It is an advantage to study English in large classes. Female 39 37 27 26 19 18 13 12 5 5 2 2 105 60 2,20 0,53 Male 20 29 25 36 10 14 7 10 6 9 1 1 69 40 2,32 Total 59 34 52 30 29 17 20 11 11 6 3 3 174 102 2,25 3. I do not want to participate in activities when it means race with the advanced students. Female 8 8 15 14 20 19 39 37 19 18 4 4 105 60 3,46 0,09 Male 7 10 10 14 21 30 24 35 5 7 2 3 69 40 3,15 Total 15 9 25 14 41 24 63 36 24 14 6 3 174 100 3,33 4. Large classes affects my English learning in a negative way. Female 7 7 15 14 7 7 34 32 40 38 2 2 105 60 3,83 0,15 Male 5 7 11 16 9 13 28 41 15 22 1 1 69 40 3,54 Total 12 7 26 15 16 9 62 36 55 32 3 2 174 100 3,71 5. Large classes affect my attendance to the lessons in a negative way. Female 4 4 22 21 9 9 33 31 33 31 4 4 105 60 3,68 0,03 Male 6 9 18 26 9 13 23 33 12 17 1 1 69 40 3,25 Total 10 6 40 23 18 10 56 32 45 26 5 3 174 100 3,51 6. My motivation decreases because of the large class.

Female 5 5 19 18 11 10 36 34 33 31 1 1 105 60 3,70

0,49

Male 3 4 12 17 10 14 29 42 14 20 1 1 69 40 3,57

Total 8 5 31 18 21 12 65 37 47 27 2 1 174 100 3,65

7. I can not explain myself in large class. Female 5 5 22 21 14 13 29 28 33 31 2 2 105 60 3,61 0,15 Male 3 4 19 28 10 14 23 33 12 17 2 3 69 40 3,33 Total 8 5 41 24 24 14 52 30 45 26 4 2 174 100 3,50 8. I complain about studying in large class. Female 5 5 21 20 17 16 29 28 32 30 1 1 105 60 3,60 0,47 Male 5 7 9 13 20 29 18 26 16 23 1 1 69 40 3,46 Total 10 6 30 17 37 21 47 27 48 28 2 1 174 100 3,54 9. It makes me stressed to study in large class. Female 4 4 25 24 21 20 36 34 17 16 2 2 105 60 3,36 0,33 Male 5 7 22 32 8 12 22 32 11 16 1 1 69 40 3,18 Total 9 5 47 27 29 17 58 33 28 16 3 2 174 100 3,29 10. Because of the large class, I complain about students’ seating plan. Female 7 7 40 38 11 10 25 24 21 20 1 1 105 60 3,13 0,65 Male 8 12 22 32 11 16 12 17 14 20 2 3 69 40 3,03 Total 15 9 62 36 22 13 37 21 35 20 3 2 174 100 3,09 11. Large classes have a negative effect on my health. Female 15 14 46 44 23 22 12 11 8 8 1 1 105 60 2,54 0,91 Male 13 19 28 41 10 14 10 14 7 10 1 1 69 40 2,56 Total 28 16 74 43 33 19 22 13 15 9 2 1 174 100 2,55 12. It is a barrier to communicate with the teacher in the large class.

Female 10 10 26 25 10 10 31 30 27 26 1 1 105 60 3,38

0,80

Male 5 7 16 23 12 17 22 32 13 19 1 1 69 40 3,32

Total 15 9 42 24 22 13 53 30 40 23 2 1 174 100 3,35

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 Q.5 “Large classes affect my attendance to the lessons in a negative way”

 Answers to this question based on gender show the strong probability of relation, p=0,03˂0,05. Looking at the averages from the table above, girls agree with the statement and boys are neutral.

 The answers to the other questions from the table above do not show any strong probability of relation as p>0,05. Strongly disagree Disagree Not sure Agree Strongly agree

Blank Total Average P

Value N % N % N % N % N % N % N % 13. The large class affects my relationship with my classmates in a negative way. Female 16 15 44 42 12 11 17 16 12 11 4 4 105 60 2,65 0,43 Male 14 20 29 42 6 9 15 22 4 6 1 1 69 40 2,50 Total 30 17 73 42 18 10 32 18 16 9 5 3 174 100 2,59 14. Large class makes me nervous. Female 13 12 42 40 23 22 16 15 10 10 1 1 105 60 2,69 0,68 Male 12 17 24 35 15 22 12 17 5 7 1 1 69 40 2,62 Total 25 14 66 38 38 22 28 16 15 9 2 1 174 100 2,66 15. I can not see what is written on blackboard in large class. Female 4 4 25 24 8 8 32 30 35 33 1 1 105 60 3,66 0,21 Male 7 10 13 19 8 12 22 32 16 23 3 4 69 40 3,41 Total 11 6 38 22 16 9 54 31 51 29 4 2 174 100 3,56 16. Because of the large classs, I do not want to go to school. Female 14 13 48 46 18 17 13 12 10 10 2 2 105 60 2,58 0,50 Male 15 22 29 42 5 7 11 16 6 9 3 4 69 40 2,45 Total 29 17 77 44 23 13 24 14 16 9 5 3 174 100 2,53 17. I do not get a chance to talk in the large class. Female 8 8 28 27 11 10 33 31 24 23 1 1 105 60 3,36 0,13 Male 8 12 21 30 9 13 20 29 10 14 1 1 69 40 3,04 Total 16 9 49 28 20 11 53 30 34 20 2 1 174 100 3,23 18. Because of the large class, I can not hear what my teacher says. Female 7 7 19 18 9 9 34 32 35 33 1 1 105 60 3,68 0,03 Male 10 14 13 19 11 16 19 28 15 22 1 1 69 40 3,24 Total 17 10 32 18 20 11 53 30 50 29 2 1 174 100 3,51

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 Q.18 “Because of the large class, I can not hear what my teacher says”

 Answers to this question based on gender show the strong probability of relation, p=0,03˂0,05. Looking at the averages from the table above, girls agree with the statement and boys are neutral.

 The answers to the other questions from the table above do not show any strong probability of relation as p>0,05.

Does it show any significant difference taking into account the gender and the answers averages of the questionnaire?

Strongly

disagree Disagree

Not

sure Agree

Strongly

agree Blank Total Average

P Value N % N % N % N % N % N % N % Average Female 1 1 20 19 33 31 44 42 6 6 1 1 105 60 3,33 0,10 Male 1 1 14 20 33 48 17 25 3 4 1 1 69 40 3,10 Total 2 1 34 20 66 38 61 35 9 5 2 1 174 100 3,24

Table.5: The averages of the answers considering the gender

In general, it does not show any significant difference as the p=0,10>0,05

Do the thoughts about foreign language learning vary depend on age?

Strongly

disagree Disagree

Not

sure Agree

Strongly

agree Blank Total Average P

Value Age N % N % N % N % N % N % N % 1. Because of the noise and talking in the classroom, I can not concentrate. 18 1 4 4 14 5 18 8 29 9 32 1 4 28 16 3,74 0,27 19 2 3 9 12 6 8 40 55 15 21 1 1 73 42 3,79 20 6 11 7 12 6 11 22 39 14 25 2 4 57 33 3,56 21 3 33 1 11 0 0 4 44 1 11 0 0 9 5 2,89 22 and above 1 14 0 0 1 14 4 57 1 14 0 0 7 4 3,57 Total 13 7 21 12 18 10 78 45 40 23 4 2 174 100 3,65 2. It is an advantage to study English in large classes. 22 11 39 4 14 8 29 4 14 1 4 0 0 28 16 2,29 0,96 23 21 29 26 36 15 21 7 10 3 4 1 1 73 42 2,24 24 23 40 15 26 5 9 7 12 5 9 2 4 57 33 2,20 25 2 22 5 56 0 0 1 11 1 11 0 0 9 5 2,33

The challenge of teaching and learning english in large classes: a case of at Havsa vocation school

DIVISION OF ENGLISH LANGUAGE TEACHING

A MASTER’S THESIS

THE CHALLENGES OF TEACHING AND

LEARNING ENGLISH IN LARGE CLASSES:

A CASE STUDY AT

HAVSA VOCATIONAL SCHOOL

GİZEM KEMALLARLI

ADVISOR

ASSIST. PROF. DR. LÜTFİYE CENGİZHAN AKYOL

ABSTRACT

ÖZET

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

TABLES AND GRAPHICS

PART 1

1.0. Design of the Study

1.1. Introduction

1.2. Problem

1.3. Aim

1.4. Significance

1.5. Assumptions

1.6. Limitations

1.7. Key Terminology

1.8. Abbreviations

PART 2

LITERATURE REVIEW

2.0. Introduction

2.1. Literature review

2.2. Definiton of large class

2.3. Problems of Teaching Large Class

PART 3

HAVSA VOCATIONAL SCHOOL

3.0. Introduction

3.1. General information about the school

3.2. English Syllabus of the school

PART 4

MEDHOD OF THE STUDY

4.0. Introduction

4.1. Descriptive Method

4.2. Participants

4.3. Instrument(s)

4.4. Procedures for Data Collection and Data Analysis

4.5. Questionnaire for the students

4.6. Checklist for the teacher

PART 5

FINDINGS

5.0. Introduction

5.1. Findings of the students’ questionnaire

Analysis of the questionare

General table