Challenges and Coping Strategies in Teaching English to Large Classes: The Case of Non-English-Speaking Higher Education
Challenges and Coping Strategies in Teaching English to Large Classes: The Case of Non-English-Speaking Higher Education

Summary/Abstract: The purpose of this research study is to examine the challenges and coping strategies in teaching English to large classes. The participants are English lecturers in a public university in Indonesia. The research method used is qualitative. Observations were carried out and interviews were conducted to demonstrate if and how thermal discomfort and tiredness, classroom learning distractions, inadequate timing, class control difficulties, inability to give individual student attention, difficulty in keeping up students’ engagement in the lesson and in assessing their learning progress affected the teaching and learning processes in large classes despite using portable cooling devices, implementing a U-shaped seating arrangement, assigning teamwork, practising peer tutoring and repetition, or friendly questioning among the lecturers’ strategies to deal with these challenges. These findings imply that large classes might deteriorate the quality of English teaching. Therefore, several implications could be made such as class size reduction or hiring more lecturers. When these are not feasible, other appropriate strategies must be employed to cope with these challenges.

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