Large Classes and Student Learning

LoCastro, Virginia

doi:10.2307/3588032

Cited by 27 publications

(16 citation statements)

References 5 publications

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“…for subject verb agreement) do not provide the context for making meaning from the language and therefore support reliance on memorisation an rote learning. However, such practices do continue and are found to be useful in contexts where there are large numbers of students in classes and personalised marking and provision of feedback is prohibited by time (Locastro, 2001). With respect to the Japanese context, in spite of curriculum reform over the past decade there still seems to be difficulties associated with moving towards more communicative language teaching and even more so a recognition of the importance of intercultural literacy (Ingram, Kono, O'Neill & Sasaki, 2008).…”

Section: Introductionmentioning

confidence: 99%

EFL proficiency level and differences in Japanese secondary school students’ views on the need for pedagogical change

O'Neill

2009

International Journal of Pedagogies and Learning

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This research focuses on Japanese high school students' views about EFL pedagogy and investigates whether their views differ according to their English language proficiency level as measured by the STEP test and their teachers' pedagogical approach. It explores in greater depth this aspect of a larger study conducted by Ingram, Kono, O'Neill and Sasaki (2008). The views of those who performed at a higher level on the STEP test were compared with the views of those who reported lower levels of performance on the STEP test. Comparisons were made in relation to the two groups' views on perceived changes to the way they may learn English given the opportunity. Insights into pedagogical issues are gained when these student views are considered in relation to teachers' reports about their frequency of use of a range of language learning experiences. It was found that higher proficiency students tended to be more aware of the kinds of language learning experiences that would best facilitate their acquisition of the language and that their recommendations for change concurred substantially with the gaps identified in the teachers' current practice. Overall, the research identifies a need for pedagogical change to facilitate students' practical and functional use of English and the uptake of ICTs to link into communicating for reallife purposes in English. It highlights that students become more aware of the way they learn the language as their English proficiency increases. It also raises the issue of potential professional learning needs of EFL teachers and the priority for further research to investigate in more depth the possible constraints for both students and teachers in facilitating pedagogical change.

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Section: Introductionmentioning

confidence: 99%

EFL proficiency level and differences in Japanese secondary school students’ views on the need for pedagogical change

O'Neill

2009

International Journal of Pedagogies and Learning

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“…First, regarding pedagogical problems, some educators (e.g., Al-Jarf, 2006;Cleek, 2005;Locastro, 2001) have reported that teachers find it difficult to attend to each student in large classes. After examining teachers' responses to a questionnaire assessing the impact of large classes, Locastro (2001) extracted the following five instructional problems: • Increased difficulties in executing speaking, reading, and writing tasks.…”

Section: Features Of Large Classesmentioning

confidence: 99%

Enrolment Expansion in China: The Large Class Phenomenon

Shan¹

2020

JSS

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The worldwide expansion of education has brought the issue of large classes to researchers' attention. In China, following the university enrolment expansion since 1999, an increasing number of Chinese educators are faced with the issue of managing large classes efficiently. However, studies on the enrollment policy and the subsequent large class phenomenon are scarce. This study primarily examined enrolment expansion in Chinese higher education by analyzing policy documents and existing literature on both enrolment expansion and large class phenomenon. Additionally, the current study amplified the need for future research on issues pertaining to large classes that can help teachers, school managers, and policymakers devise effective strategies for addressing problems affecting teaching practice.

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“…Hostettler (1958) noted that “our profession has long demanded small classes as essential for adequate instruction” and deemed larger class sizes “a most unpopular solution” to rising enrollments (p. 101). Indeed, large class sizes can present significant pedagogical, management-related, and affective challenges for both instructors and students (Geske, 1992; Moshiri & Cardon, 2014); these can involve matters of physical space, discipline, attention, evaluation, and ultimately learning effectiveness (Bressoux, Kramarz, & Prost, 2009; Felder, 1997; Kewaza & Welch, 2013; LoCastro, 1989, 2001). A recent nationwide study found that 98% of all business communication instructors supported an ideal class size of fewer than 30 students (Moshiri & Cardon, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

The Whys, Hows, and Lessons Learned From Our 780-Person Writing Class

Bowse

Lawrence

2016

Business and Professional Communication Quarterly

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Two business communication faculty share the story of teaching a 780-person business writing class. The article discusses the challenges of teaching such a large writing class. Challenges ranged from adopting a hybrid course model to hiring adjunct faculty for help with the task of grading. The article offers lessons learned, and recommends that one proceed with caution when considering a superlarge format for writing instruction. Both theory and experience are used to support this position.

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Large Classes and Student Learning

Cited by 27 publications

References 5 publications

EFL proficiency level and differences in Japanese secondary school students’ views on the need for pedagogical change

EFL proficiency level and differences in Japanese secondary school students’ views on the need for pedagogical change

Enrolment Expansion in China: The Large Class Phenomenon

The Whys, Hows, and Lessons Learned From Our 780-Person Writing Class

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