Does size really matter in university preparatory english language classrooms?

Document Type

Article

Source of Publication

Issues in Educational Research

Publication Date

1-1-2020

Abstract

© 2020, Western Australian Institute for Educational Research Inc.. All rights reserved. The purpose of this study was to investigate the impact of class size on the learning and teaching of English in an intensive pre-university program. Four ‘larger’ and four ‘smaller’ sized classes were created, and each class was populated with a mix of students in terms of achievement and motivation. Tutors were assigned to both large and small classes, and tutor quality was controlled for qualifications, experience, and demonstrated effectiveness. When student grades were analysed at the end of the course, no significant differences in student achievement were found in overall, end-of-course grades. However, for students at the elementary language level, class size had an impact on their success. In addition, it was found that tutors as well as students indicated a strong preference for smaller-sized classes at both elementary and intermediate language levels. The study adds insights from a rapidly evolving international higher education context to the existing body of research into the impact of class size on students and teachers.

ISSN

0313-7155

Publisher

Western Australian Institute for Educational Research Inc.

Volume

30

Issue

3

First Page

988

Last Page

1004

Disciplines

Education

Keywords

Class Size, College Preparation, English (Second Language), Second Language Learning, Academic Achievement, Foreign Countries, Tutors, Teacher Attitudes, Student Attitudes, Student Experience, Teaching Experience

Scopus ID

85092061506

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Bronze: This publication is openly available on the publisher’s website but without an open license

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