Large class teaching in Syria Students’ perspectives Research by Mais Ajjan

Background information A university in Syria English Language and Literature Department Undergraduate students Class size: 400+

Research aims There hasn’t been enough research about what students think about being in a large class. I aimed to elicit students’ perspectives on: their experiences in large classes (Phase One) the characteristics of ‘good’ large class teaching. (Phase Two)

Research methodology Participant observations (I sat in classes and took notes about what I observed) Interviews with students (both individually and in groups)

First phase findings Being in a large class was just one factor among several that students mentioned as having shaped their experiences. Other factors included: academic problems, lack of facilities and support, lack of in-class participation, and tutors. Students did not mind being in a large class as long as they were taught by good lecturers.

Second Phase findings Students highly valued tutors who: were kind, strict but tolerant and considerate. treated students with respect knew their subject very well

Second phase findings Students favoured lessons that were well-structured (clear lesson stages, well-structured and easy to follow style of presentation) kept them active verbally and mentally (generated discussions and stimulated thinking inside/outside classroom)

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