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A BIBLIOGRAPHY ON CLASS SIZE

SECTION 1 :

THE LEARNING AND TEACHING OF ENGLISH IN LARGE CLASSES

HYWEL COLEMAN

last updated 17th October 2002

Introduction 2

Section 1.1 : Published materials on the learning and teaching of Englishin large classes 3

Section 1.2 : Unpublished materials on the learning and teaching of Englishin large classes 25

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Introduction

This bibliography on class size has been in development since about 1987 and it continues to grow. Over theyears, it has benefited from input provided by very many people – far too many to be mentioned individually.However, two people in particular have made significant contributions to its growth : Dr Fauzia Shamim, nowof Aga Khan University, Karachi, and Michaela Borg, currently completing a PhD at the University of Leeds.However, all inaccuracies and gaps remain my own responsibility.

The policy adopted in the bibliography is to be as all-inclusive as possible, incorporating everything fromresearch studies to teaching tips. Furthermore, the bibliography does not restrict itself only to materialconcerned with the teaching of English as a foreign language; one section is devoted to material on the teachingof other subjects and another focuses on discussions of the relationship between class size and learning.

I am especially interested in gaining access to material written outside Europe and North America, especiallyitems which might normally have a very restricted geographical distribution such as articles in local teachers’newsletters. Unpublished material is included, although conference presentations are not generally listed unlesssome form of accompanying documentation is available as well.

The bibliography has three major sections :• the learning and teaching of English in large classes• the learning and teaching of other subjects in large classes• class size and achievement.There is also a small ‘Miscellaneous’ section. Each of the three major sections is then sub-divided into‘published’ and ‘unpublished’ sub-sections. This organisation is currently under review. I will be interested toreceive comments and suggestions as to how the bibliography might be made more user friendly.

In principle, every item is annotated, although the process of creating abstracts is not yet complete. Where theoriginal author provided an abstract, this is used either in its entirety or with some editing. Where the originalhas no abstract, I have provided one. The use of “double quotation marks” indicates that the abstract is theauthor’s original.

Where information is available and where it is appropriate to do so, cross-references are made to other items. Incases where I know of the existence of an item but have not yet seen it myself, a note indicates the source of thereference.

The bibliography can continue to develop only if I continue to receive input, information and suggestions (and,ideally, copies of both published and unpublished material). I will be extremely grateful if you can help me tokeep the bibliography as up to date and as all inclusive as possible. You can find contact details on mywebpage at :

www.hywelcoleman.com

Please make use of the bibliography in a responsible way. Please acknowledge it where you do make use of itin your own writing on the subject, and direct others towards it. Thank you.

Finally, I am afraid that it is not possible for me to provide copies of any of the materials listed here. This isboth for copyright reasons and because there are no resources available to support a document reproduction anddistribution service.

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Section 1.1 : Published materials on the learning and teaching of English in large classes

Adams, Carl. 1986. The new methods in large classes : I : Community language learning inlarge classes. In Marc Helgesen (ed.), Teaching Large Classes. (Special issue of TheLanguage Teacher, Volume 10, Number 14, December 1986.) pp 20-21.

[Argues that CLL can be adapted for use in large classes because it is primarilyconcerned with learners' needs. Nevertheless, disadvantages increase with increasingsize.]

Adamson, Charles E. 1986. The new methods in large classes : III : Suggestopedia in largeclasses. In Marc Helgesen (ed.), Teaching Large Classes. (Special issue of The LanguageTeacher, Volume 10, Number 14, December 1986.) p 22.

[Though originally designed for classes of about 12, Suggestopedia can be used withup to 100 students, though with decreasing efficiency.]

Allard, Fusako. 1986. The new methods in large classes : II : The Silent Way in the largeclassroom. In Marc Helgesen (ed.), Teaching Large Classes. (Special issue of TheLanguage Teacher, Volume 10, Number 14, December 1986.) pp 21-22.

[Traces history of use of Silent Way in large classes. Suggests that there are nodisadvantages in using Silent Way in large classes.] .

Allwright, Dick. 1982. Reporting group work. Modern English Teacher, Volume 10,Number 2. pp 50-51.

[Based on experience of teaching English to classes of sixty and teachers' workshopswith up to eighty people. Recommends blackboard response charts and posters asalternatives to time-consuming oral presentations from group representatives.]

Allwright, Dick. 1989. Is Class Size a Problem?. (Project Report Number 3.) Leeds :Lancaster-Leeds Language Learning in Large Classes Research Project. ISBN 1 872351 02 6.

[Considers four interpretations of teachers' complaints about class size.]

Allwright, Dick. 1989. How Important Are Lessons, Anyway? (Project Report Number12.) Leeds : Lancaster-Leeds Language Learning in Large Classes Research Project. ISBN 1872351 11 5.

[Discusses possible explanations for the fact that some studies do not show that classsize affects rate of learning.]

Anderson, Fred. 1987. Creative strategies for large class management. Cross Currents.Volume 14, Number 1, Fall/Winter 1987. pp 1-16.

(Presents techniques used with classes of 50+ at Hakodate University, Japan :information gap, pair dictation, and matrix quiz game. Also discusses indexing as awhole-class management procedure, and a taxonomy of organisational strategies.]

Azer, Hany. 1990. Can a communicative approach to university grammar cope with largeclasses?. Occasional Papers, Volume 12, September 1990. pp 33-51.

Barker, Ann. 1976. Instant English and related techniques. In John F. Fanselow and Ruth H.Crymes (eds.), On TESOL '76. Washington, D.C. : TESOL. pp 11-16.

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[Fast and furious drilling techniques developed for use with classes of 55 in aMexican university. Completely teacher-centred.]

Baxter, Andy. 1989. Essay correction and large classes. Newsletter for PortugueseTeachers of English, Volume 10, Number 3, Summer 1989. pp 22-24.

[Rejects traditional marking. Proposes 'devolution' of responsibility, via awarenessraising, group marking, and then self-marking.)

Bell, Alexander. 1842. Principles of Simultaneous Reading, Adapted for Classes of FiveHundred or One Thousand Pupils, Pt.1. London : J.Nisbet & Co. 24 pages. BritishLibrary shelfmark : 12202.e.20.

[Reference from p 116 of J.R. Firth. 1957. The English school of phonetics. In J.R.Firth, Papers in Linguistics 1934-1951. London : Oxford University Press. pp 92-120. Alexander Bell was the grandfather of Alexander Graham Bell.]

Bibic, Vjekoslav. 1974a. We enjoy group work. English Teaching Forum, Volume 12,Number 3, July 1974. pp 38-39.

[Describes group work with classes of 30-35 primary school children in Yugoslavia.See also Bibic, 1974b.]

Bibic, Vjekoslav. 1974b. Group work : A way to reach the individual. English TeachingForum, Volume 12, Number 4, October 1974. pp 61-64.

[Follows on from Bibic, 1974a, with a more detailed description of group work withclasses of 30 primary school children. Teacher intervention is fairly frequent andmuch of the work done in the groups is structural.]

Billows, F.L. 1961a. The Techniques of Language Teaching. London : Longman.[Chapter 5, "Unsupervised work", includes a short section on "Large classes andpersonal supervision", pp 72-73. In large classes, as learners progress, more andmore of their work must be undertaken in pairs or in groups, without direct teachersupervision. But each period of group work must be followed by a period of solitary"reflection and absorptive study" (p 72).See also IATEFL Newsletter, 1991]

Bocian, Michael A. Large classroom situations : Problems and suggested remedies. The HwaKang Journal of TEFL, May 1995. pp 69-75

Bolton, John K. 1988. Larger is sometimes better : Approaches to larger classes. Paperpresented at the 22nd Annual TESOL Convention. Chicago, March 1988. ERIC DocumentReproduction Service No ED 292 359.

[Based on research at Montgomery College, Maryland, U.S.A., with ESL classes of75 or more. Argues (a) that teachers have more quality time for students if they teachone large class rather than three or more medium-sized classes, and (b) that studentsin large classes achieve results which are as good as, and sometimes better than,those in smaller classes.]

Bott, Donald E. 1979. Fun and games : Large conversation class involvement. Guidelines,Number 1 (Special Issue on Communication Activities), June 1979. pp 45-59.

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[The "large conversation class" is defined as having "twenty or more" learners.Proposes whole-class games and role plays.]

Boughey, Chrissie. 1997. Learning to write by writing to learn : a group-work approach.English Language Teaching Journal, Volume 51, Number 2, April 1997. pp 126-134.

[“This article discusses the relationship of writing to learning as a means ofmotivating lecturers to develop language-related skills, and describes a writingprocess aimed at overcoming the problem of large numbers by getting students towrite in groups.”]

Boyer, Carmen-Pilar Serrano. 2002. Review of Teaching Large Multi-Level Classes byNatalie Hess, 2001. TESOL Quarterly, Volume 36, Number 2, Summer 2002. pp241-243.

Bruder, Mary and Paulston, Christina Bratt. 1987. Teaching English in Large Classes : AVideo Cassette and Print Material Program for Teacher Training. Washington, D.C. :United States Information Agency.

[The video and print materials were commissioned by USIA. They consist of "ashort video cassette ..., a series of workshop activities, and a number of reprintarticles from the English Teaching Forum. The training package is aimed at theneeds and abilities of foreign teachers of English, those in-service and those trainingto be teachers." Nine articles are reprinted from English Teaching Forum, but onlyfour deal with large classes. These are listed below and noted individually in thissection :Long, Michael. 1987.Williams, Carol Fedyk and Williams, Terrence Lee. 1987.Samuda, Virginia and Bruton, Anthony. 1987.Dixon, Duncan. 1987.]

Byrne, Donn. 1988. Focus on the Classroom : Selected Articles. Oxford : Modern EnglishPublications. ISBN 0-906149-87-8.

[Chapter 12, "Simulation work with large classes", pp 41-46, considers theorganisation of simulations in "a class of thirty or more students". Recommends thatevery learner in a class of 30+ can be given a role, as a "major" speaking participant,as a "minor" speaking participant, or as a "listener" (e.g. as a journalist making noteson a meeting).]

Campbell, Russell. 1963. The oral approach with large classes. In Theory and Practice inEnglish as a Foreign Language. Ann Arbor, Michigan : Research Club in LanguageLearning.

[Reference from Bruder and Paulston 1987.]

Campbell, Russell N. n.d., approx. 1964. The oral approach with large classes. Forum,Volume 2, Number 3.

[Reference from Noisaengsri 1990.]

Caprio, Mark. 1989. Myths surrounding language instruction in large classrooms. TheLanguage Teacher, Volume 13, Number 1, January 1989. pp 39-40.

[Discusses ELT situation in Japanese universities, in which large classes are aprominent phenomenon. Seeks to dispel three myths : that students can learn only

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within the classroom, that teachers must control learning, and that students will notstudy unless they are tested. Proposes alternative forms of classroom management.]

Carver, David. 1988a. Teachers' perceptions of trends and problems in ELTmethodology. (Research Report Number 3.) Edinburgh : Scottish Centre for EducationOverseas, Moray House College.

[Participants in three Moray House teacher education programmes were asked toidentify their major problems regarding ELT. These responses gave rise to a list of12 most commonly cited problems, one of which was "The classes contain too manypupils". Respondents to a second questionnaire were then asked to rate theseproblems in terms of whether they were "not a problem", "a minor problem" or "amajor problem". A higher proportion indicated that large classes constitute a "major"problem than did for any of the other 11 problems. Respondents were then asked torate the problems on a 5-point scale indicating whether these problems are easy,difficult or impossible to solve. The problem of large classes was most frequentlyrated as "very difficult to solve" and least frequently rated as having "simplesolutions" available.]

Casañas, Magi. 1984. Getting students in large classes to speak. The Calendar, April 1984.Barcelona : International House.

Chimombo, Moira. 1986. Evaluating compositions with large classes. English LanguageTeaching Journal, Volume 40, Number 1, January 1986. pp 20-26.

["... evaluating ....pupils' compositions can be much more interesting than thetraditional way of marking every mistake and possibly correcting it too. This articleis an attempt to give teachers a few alternative techniques for evaluatingcompositions, techniques for dealing with sentence-, paragraph- and composition-level errors."]

Christensen, Torkil. 1984. Teaching English to non-English majors at Sapporo University,1983-84. Journal of the Faculty of General Education, Sapporo University, Volume 24.pp 35-53.

[Describes a course for classes of 50 to 60 management students. The methodinvolves simplification of a story presented on the blackboard, with subsequentexercises growing out of the story.]

Christensen, Torkil. 1986. An approach to English composition for college freshmen in anEFL situation. Hokusei Gakuen Joshi Tanki Daigaku Kiyo, Volume 23. pp 79-86.

[Based on a paper presented at the 1985 JACET conference in Nagoya. Discussesproblem of marking written work produced by classes of 65 students. "The approachto English composition detailed here involves the rewriting of model stories toconform to specified situations. It enables students to write large volumes of correctEnglish without the use of dictionaries or rephrasing into Japanese."]

Christensen, Torkil (ed.). 1988a. The Learner in Large Classes. (Special issue of TheLanguage Teacher, Volume 12, Number 12, November 1988.).

[Includes several articles and items, most of which are concerned with large classes.The following deal specifically with large classes and are noted separately in thissection (unless indicated otherwise):

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LoCastro, Virginia. 1988.Crowe, Chris, Jackson, Susan and Viswat, Linda. 1988.Luckett, Joseph W. 1988.Reinelt, Rudolf. 1988a (See Section 2).Redfield, Michael. 1988.Christensen, Torkil. 1988b.]

Christensen, Torkil. 1988b. Reviews in brief. In Torkil Chistensen (ed.), The Learner inLarge Classes. (Special issue of The Language Teacher, Volume 12, Number 12,November 1988.) p 45.

[Review of Nolasco and Arthur 1988. "Large Classes makes considerable effort tobe relevant to the conditions teachers meet," but occasionally it "gives theimpression that it has forgotten what it is dealing with."]

Christensen, Torkil. 1991. Teaching reading to high school graduates in Japan. HokuseiJunior College Bulletin, Volume 27. pp 1-16

Christensen, Torkil. 1992. The learner as a barometer of the situation in large classes.Daigakueigokyoiku Gabbai Kinyo (Japan Association of College English TeachersBulletin), Number 23, August 1992.

Christensen, Torkil. 1993. Individualizing reading assignments in large class language study.Journal of Hokusei Junior College, Volume 29. pp 85-101.

Christensen, Torkil. 1994. Large classes and their influence on language teaching. Journal ofHokusei Junior College, Volume 30. pp 121-129. ERIC Document Reproduction ServiceNumber ED 375 633.

Christensen, Torkil. nd. Creating competent learners in large classes.

Clarke, David J. Forthcoming. Teaching Large Classes : London : Language TeachingPublications.

Coady, William M. Games as teaching activities in large second language classes. The HwaKang Journal of TEFL, May 1995. pp 57-67

Coleman, Hywel. 1987a. Teaching spectacles and learning festivals. English LanguageTeaching Journal, Volume 41, Number 2, April 1987. pp 97-103.

[Describes an attempt to bring about a radical change in the behaviour of teachersand learners in ELT classrooms in an Indonesian university. Average class size was55; some classes had 110 learners.]

Coleman, Hywel. 1987b. "Little tasks make large return" : Language teaching in largecrowds. In Dermot Murphy and Christopher N. Candlin (eds.), Task and Exercise Design.(Lancaster Practical Papers in English Language Education, Volume 7.) London : Prentice-Hall. 0-13-523085-3. pp 121-145.

[Describes the experiment discussed in Coleman 1987a in greater detail,concentrating on task design.]

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Coleman, Hywel. 1988a. Language learning in large classes project. English TeachingInformation Circular, Number 20, February 1988. pp 14-17.

[A description of the work of the Lancaster-Leeds Language Learning in LargeClasses Research Project. This has since been superseded by Project Report Number2, The Study of Large Classes.]

Coleman, Hywel. 1988b. Language learning in large classes : a bibliography. EnglishTeaching Information Circular, Number 21, June 1988. pp 14-20.

[An earlier version of the present bibliography.]

Coleman, Hywel. 1989. The relationship between large class research and large classteaching. SPELT (Society of Pakistan English Language Teachers) Newsletter, Volume5, Number 1, December 1989. pp 2-10.

[Reviews the Lancaster-Leeds Language Learning in Large Classes Research Projectand focuses on teachers' reports of problems in large classes. Proposes fivepedagogical principles which emerge from the categories of problems identified.]

Coleman, Hywel. 1989. Learning and Teaching in Large Classes : A bibliography.(Project Report Number 1.) Leeds : Lancaster-Leeds Language Learning in Large ClassesResearch Project. ISBN 1 872351 00 X.

Coleman, Hywel. 1989. The Study of Large Classes. (Project Report Number 2.) Leeds :Lancaster-Leeds Language Learning in Large Classes Research Project. ISBN 1 872351 01 8.

[Justifications for studying large classes; activities of the Language Learning inLarge Classes Research Project; areas where further research is required.]

Coleman, Hywel. 1989. How Large Are Large Classes? (Project Report Number 4.) Leeds: Lancaster-Leeds Language Learning in Large Classes Research Project. ISBN 1 872351 034.

[Country-by-country analysis of 201 responses to a questionnaire about teachers'perceptions of class size.)

Coleman, Hywel. 1989. Large Classes in Nigeria. (Project Report Number 6.) Leeds :Lancaster-Leeds Language Learning in Large Classes Research Project. ISBN 1 872351 05 0.

[Analysis of responses by 30 university lecturers in Nigeria to two questionnairesconcerning perceptions of class size.]

Coleman, Hywel. 1989. Approaches to the Management of Large Classes. (Project ReportNumber 11.) Leeds : Lancaster-Leeds Language Learning in Large Classes Research Project.ISBN 1 872351 10 7.

[Categorisation of approaches to the management of large classes to be found in theliterature of ELT and education in general.]

Coleman, Hywel. 1990. Teaching large classes and training for sustainability. In G. Abbottand M. Beaumont (eds.), The Development of ELT : The Dunford Seminars 1978-1993.Hemel Hempstead : Prentice Hall Europe. Published 1997. pp 149-159

[A look at teacher routines and behaviour in a large class context. Argues thatteachers struggle with “apparently inappropriate routines” due to the influence of

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their initial training. Proposes that “both initial and in-service teacher developmentneed to be firmly rooted in the realities of the teaching context”]

Coleman, Hywel. 1991a. What is happening in large classes?. IATEFL Newsletter, Number111, May 1991. pp 2-4.

[Looks at current developments in large classes : the recent increase in interest inlarge classes; issues of concern; description of Lancaster-Leeds research. Reprintedas Coleman 1991b]

Coleman, Hywel. 1991b. What is happening in large classes?. SATEFL (The ScottishAssociation for the Teaching of English as a Foreign Language) Newsletter, Volume 11,Number 1, December 1991. pp 5, 7-9.

[First printed as Coleman, 1991a]

Coleman, Hywel. 1991c. Primary ELT teachers and large classes. In C. Kennedy and J. Jarvis(eds.), Ideas and Issues in Primary ELT. London : Nelson. pp 152-165.

[38 primary ELT teachers in Sabah, East Malaysia, with classes of up to 60,participated in a questionnaire survey. The paper discusses what the teachers wouldlike to do in their large classes but cannot, what makes teaching in large classesdifficult for them, and the ways in which they compensate for their large classes.]

Coleman, Hywel. 1992. Ask the TJ?. TESOL Journal, Volume 2, Number 1, Autumn 1992.pp 43.

[See also :Helgesen 1992Sarwar 1992Shamim 1992]

Coleman, Hywel. 1995. Appropriate Methodology in Large Classes. The Journal of TESOLFrance, Volume 2, Number 1. pp 113-126. (British Council)

Criper, C. 1986. Communicative language teaching and extensive reading. Institute ofLanguage in Education Journal, Volume 2, 1986. pp 7-16.

[In a short section, pp 8-9, uses class size as one of several arguments againstemploying an interactive interpretation of "communicative" language teaching : "Insummary, group work in any class makes extra calls on the teachers' confidence,expertise and willingness to do extra work. Large classes make such workimpossible."]

Cross, David. 1992. Strategies for coping with large classes. EFL Interest SectionNewsletter (TESOL), Volume 12, Number 2, Spring 1992. pp 1-6

Cross, David. 1995. Large Classes in Action. Hemel Hempstead, Prentice HallInternational. ISBN 0-13-186396-7.

Crowe, Chris, Jackson, Susan and Viswat, Linda. 1988. Divide and conquer : survival andsuccess in large classes. In Torkil Chistensen (ed.), The Learner in Large Classes. (Specialissue of The Language Teacher, Volume 12, Number 12, November 1988.) pp 11-12.

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[Discusses English conversation classes of 35-40 law students at Himeji DokkyoUniversity, Japan. Class time was divided into shorter, more intensive periods andclass numbers were divided into smaller groups. Different tasks were then given tothe various groups.]

Dixon, Duncan. 1986. Teaching composition to large classes. English Teaching Forum,Volume 24, Number 3, July 1986. pp 2-5, 10.

["It is possible to teach composition to large classes of students if teachers arewilling to surrender some of the control of evaluation through peer response, allowthe students to do some writing that will not be evaluated, and limit the number andtype of comments they make about their students' writing to those that are mostuseful." Reprinted as Dixon 1987 and Dixon n.d.]

Dixon, Duncan. 1987, Teaching composition to large classes. In Mary Bruder and ChristinaBratt Paulston, Teaching English in Large Classes : A Video Cassette and Print MaterialProgram for Teacher Training. Washington, D.C. : United States Information Agency. pp49-54.

[Reprint of Dixon 1986.]

Dixon, Duncan. n.d. [1989] Teaching composition to large classes. In Anonymous [UnitedStates Information Agency], Individualised Instruction, Group Work, and Pair Work :Ten Articles from the “English Teaching Forum". Place and publisher not stated[Washington, D.C. . United States Information Agency]. pp 37-42.

[Reprint of Dixon 1986.]

Dobbyn, Michael. 1976. An objective test of pronunciation for large classes. EnglishLanguage Teaching Journal, Volume 30, Number 3, April 1976. pp 242-244.

[Proposes a simple test of ability to pronounce phonemes in sentence-lengthcontexts. Average administration time is 85 seconds per learner, so the procedurecan easily be used with large numbers.]

Duppenthaler, Peter. 1991. Suggestions for large classes. Guidelines, Volume 13, Number 1.pp 64-71.

[Suggestions for teaching large language classes.]

Edge, Julian. 1980. Teaching writing in large classes. English Language Teaching Journal,Volume 34, Number 2, January 1980. pp 146-148.

[Identifies two problems when teaching writing in large classes. : providingopportunities for preliminary discussion, and marking. Proposes a procedure,developed with classes of 48 at the University of Alexandria, Egypt, in which theteacher indicates merely the location of errors in written work, but then learnerscorrect their peers' errors and provide feedback.]

Faulkner, J. 1986. Games for Large Classes : EFL Activities for Lower IntermediateSecondary and Vocational Students. Canterbury : Pilgrims Publications. ISBN 0-948497-0.

[Collection of communicative activities for secondary level classes of 30-40. Someactivities are designed so that they can be used only with larger classes.]

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Ferris, Dana and Tagg, Tracy. 1996. Academic oral communication needs of EAP learners:What subject matter instructors actually require. TESOL Quarterly, Volume 30, Number 1,Spring 1996. pp 31-58.

Forrester, Jean. 1964a. Teaching English to large classes : 1. English Language Teaching,Volume 18, Number 3, April 1964. pp 98-102.

[Discusses use of choral reading and choral answering/drilling, in sections (i.e. rowsor blocks) rather than the whole class. Discussion continued in Forrester 1964b,1965a and 1965b.]

Forrester, Jean. 1964b. Teaching English to large classes : 2. English Language Teaching,Volume 19, Number 1, October 1964. pp 13-17.

[Continuation from Forrester 1964a. Discusses use of "limited individual reading,controlled individual answers, and quick drills" to enable every individual learner tohave oral production checked by teacher. Provides hints for rapid marking of writtendrills. Discussion continued in Forrester 1965a and 1965b.]

Forrester, Jean. 1965a. Teaching English to large classes : 3. English Language Teaching,Volume 19, Number 4, July 1965. pp 159-164.

[Continuation from Forrester 1964a and 1964b. Discusses use of groups, particularlywith younger learners. Discussion continued in Forrester 1965b.]

Forrester, Jean. 1965b. Teaching English to large classes : 4. English Language Teaching,Volume 20, Number 1, October 1965. pp 68-72.

[Continuation from Forrester 1964a, 1964b and 1965a. Considers use of groups inlarge classes, particularly with older learners, for writing précis and compositions.]

Forrester, Jean F. 1968. Teaching without Lecturing Bombay : Oxford University Press.[Chapter 3, "Dealing with the large class", pp 22-31, discusses the use of groups inschool and college classes of up to 160. Identifies several advantages, makessuggestions for avoiding problems, and emphasizes the importance of extremelydetailed planning.]

Gaudart, Hyacinth. 1991. Using board games in large classes. English Teaching Forum,Volume 29, Number 2, April 1991. pp 22-26.

[Article on the development of board games which are suitable for use in largeclasses in Malaysia.]

Gauntlett, J.O. 1961. Teaching English as a Foreign Language. London : Macmillan. 2ndedition. (1st edition 1957.)

[Chapter 8, "Organisational problems, and retrospect and prospect", considers"organisation of the class" in a short section and comments : "For intensive work,classes of ten or so are desirable, but for purely mechanical work hundreds,according to Dr Richards, may learn at one time. Any type of mass production,however, is not without its weaknesses." (p 111)]

George, H.V. 1991. Language learning in large classes. Guidelines, Volume 13, Number 1.pp 55-63.

[Issues related to teaching large language classes are considered.]

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Griffee, Dale. 1986. The new methods in large classes : IV : TPR in large classes. In MarcHelgesen (ed.), Teaching Large Classes. (Special issue of The Language Teacher, Volume10, Number 14, December 1986.) pp 22-25.

[A large class is defined as having "40 or more". Recommends various ways of usingTPR for giving instructions to groups in the context of large classes.]

Grittner, Frank M. 1977. Teaching Foreign Languages. New York : Harper & Row. 2ndedition. (1st edition 1969.)

[Discusses foreign language teaching in the context of American high schools.Chapter 4, "How well can Americans learn a second language?", pp 65-78, looks atvarious constraints on language learning in the educational context, includingscheduling. Considers experiments in "flexible scheduling", one of the assumptionsunderlying which is that "the size of a class group should vary from day to day andfrom class to class according to its purposes." Corollaries to this assumption suggestthat certain learning activities are best performed individually, others in groups ofsix to eight, and yet others with groups of 100 or more (p 70, 1st ed; p 74, 2nd ed).The experiments in flexible scheduling have had varied success.]

Hargan, Noeleen. 1994. Learner autonomy by remote control. System, Volume 22, Number4. pp 455-462.

[Multiple choice placement tests with large classes.]

Hayes, David. 1990. Large classes. PISET (Project for Improvement of Secondary EnglishTeaching), Bangkok, Thailand. Approximately 1990.

Hayes, David. 1997. Helping teachers to cope with large classes. English LanguageTeaching Journal, Volume 51, Number 2, April 1997. pp 106-116.

[Examination of in-service teacher training session in Thailand which was intendedto help teachers to deal with problems related to teaching large classes.]

Heath, Robert. 1982. Organizing groupwork in large English classes. Guidelines, Volume 4,Number 2, December 1982. pp 19-25.

["With a class of forty or more, the best argument is that 'groupwork' is a moreeconomical and productive use of valuable class time for oral work." Brieflyconsiders seating arrangements, noise, appointing group leaders, keeping groupsbusy, and production of errors.]

Helgesen, Marc (ed.). 1986a. Teaching Large Classes. (Special issue of The LanguageTeacher, Volume 10, Number 14, December 1986.)

[Includes several articles and items, most of which are concerned with large classes.The following deal specifically with large classes and are noted separately in thissection :Nolasco, Rob and Arthur, Lois. 1986b.Adams, Carl. 1986.Allard, Fusako. 1986.Adamson, Charles E. 1986.Griffee, Dale. 1986.Hoskins, Barbara. 1986.

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Helgesen, Marc. 1986b.]

Helgesen, Marc. 1986b. Final thoughts : Problems, some possibilities, and a few tricks. InMarc Helgesen (ed.), Teaching Large Classes. (Special issue of The Language Teacher,Volume 10, Number 14, December 1986.) pp 32-33.

[Acknowledges problems of learners' shyness about speaking in front of 40 or 50peers, of loss of personal contact between student and teacher, and of monitoringlanguage use. Suggests solutions.]

Helgesen, Marc. 1992. Ask the TJ?. TESOL Journal, Volume 2, Number 1, Autumn 1992.pp 43.

[See also :Coleman 1992Sarwar 1992Shamim 1992]

Hess, Natalie. 2001. Teaching Large Multi-Level Classes. Cambridge : CambridgeUniversity Press.

[Review : Boyer 2002]

Holliday, Adrian. 1996. Large and small class cultures in Egyptian university classrooms : Acultural justification for curriculum change. In Hywel Coleman (ed.), Society and theClassroom, 86-104. Cambridge : Cambridge University Press.

[A comparison of expatriate and local teaching styles in Egyptian undergraduateEnglish classes revealed different types of teacher-student rapport. "In small classesof less than 50, the traditional approach of local lecturers seemed more effective andculturally appropriate. However, in large classes of between 50 and 450, the morerationalised expatriate approach seemed more effective."]

Holliday, Adrian, Kary, Amal and Zikri, Mona. nd. Putting “constraints” first : distancelearning adapted to a reading and writing course in difficult classroom conditions.Occasional papers, Centre for Developing English Language Education, Ain ShamUniversity, Cairo.

Honeyfield, John. 1991. The formation of small groups in the language classroom.Guidelines, Volume 13, Number 1. pp 11-18.

[Considers two related questions : “How big should small groups be?” and “Whatother grouping criteria should we consider besides group size?”]

Hoskins, Barbara. 1986. Four authors discuss their books on large classes. In Marc Helgesen(ed.), Teaching Large Classes. (Special issue of The Language Teacher, Volume 10,Number 14, December 1986.) pp 27-32.

[The authors are Nicholas Ferguson, Marc Helgesen, George Isted, and JackRichards. Questions discussed are : What is a large class? What are major problemsfacing teachers of large classes? Are there any advantages for teachers of largeclasses? What is the role of drill in large classes? How do authors' materials meetneeds of large classes?]

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Hubbard, Peter, Jones, H., Thornton, B. and Wheeler, R. 1983. A Training Course forTEFL. Oxford : Oxford University Press.

[Chapter 10, "Special techniques for problem classes", has a section "Dealing withlarge classes", pp 303-309. Concentrates on pair work and on group work withmixed ability classes.]

Hussain, Abbas M. and Sarwar, Zakia. 1989. The English language teaching scene inPakistan: Problems and prospects. SPELT (Society of Pakistan English LanguageTeachers) Newsletter, Volume 4, Number 3, July 1989. pp 9-13.

[Identifies eight issues affecting the current state of ELT in Pakistan. One of these is"classes", and specifically class numbers. "One must realize, however, that largenumbers of students are a reality that will remain so for a long time to come. Theneed then is for innovative classroom management techniques ... rather thanexpecting class numbers to go down."]

IATEFL. 1991. The Techniques of Language Teaching. IATEFL Newsletter, Number 110,January 1991. pp 1-2.

[See Billows 1961]

Ike, Ndubuisi J. 1990. Teaching composition writing to large classes. Forum, Volume 28,Number 2.

[Reference from Noisaengsri 1990.]

Itzen, Richard J. 1986. Teaching at an open university. TESOL Newsletter, Volume 20,Number 6, December 1986. p 27.

[Discusses situation at Ramkhamhaeng University, Bangkok, where classes havefrom 200 to 5000 students at a time. Lectures and closed-circuit television are used;some lecturers encourage students to submit written questions beforehand and thelecture is used to respond to these questions.]

Jin, Lixian and Cortazzi, Martin. 1998. Dimensions of dialogues : Large classes in China.International Journal of Educational Research, Volume 29, 739-761.

[‘This chapter focuses on ways in which talk and culture mediate learning in largeclasses in China. We suggest reasons why classes are kept large and show howlanguage teachers use pair and group work but seem to scaffold dialogue with thewhole class. We argue that teaching large classes is successful in China partlybecause of interactive techniques in classroom dialogue, but mainly because of theunderlying culture of learning. The Chinese culture of learning is elaborated usingquestionnaire data with both British and Chinese students and interviews withChinese teachers. The dialogue about large classes needs to take cultures of learninginto account and in the Chinese case to consider collectivist and Confucian values.Classroom events are illustrated using visual ethnography, particularly the stages ina large-class language lesson in a primary school.’]

Johnson, Judith A. 1988. A communicative approach to evaluating communicativecompetence in large foreign language classes. Modern English Teacher, Volume 16,Number 2, Winter 1988-89. pp 35-40.

[Describes method used with large college classes in China and Korea to evaluatelearners' oral communicative ability. Learners sit in a circle and discuss a given or

15

selected topic for 15 minutes, while the teacher/tester listens. At elementary levelindividuals are scored; at higher levels both the individual and the group are scored.]

Jopp, Howard Alexander. 1991. Large classes and communication : a pragmatic approach.Chulalonkorn University Language Institute, Bangkok, Thailand.

Khoo, Rosemary, Sadtono, Eugenius, Tickoo, Makhan L. and Honeyfield, John. (eds.). 1991.Guidelines, Volume 13, Number 1. ISSN 0129-7767.

[Includes a number of articles which deal with group work and with large classes.The following deal specifically with large classes and are noted separately in thissection :Duppenthaler 1991George 1991Honeyfield 1991Mooi 1991Safnil 1991]

Kiely, Richard. 1992. “Now, get into ten groups of five and ...” : Introducing groupwork in alarge class. Thames Valley Working Papers. pp 156-177.

[Describes the introduction of groupwork in a class of 46 secondary school studentsin Hong Kong.]

Kim, H.S. 1997. Communicative activities in large classes. MIE Journal for KoreanTeachers of English, Vol 9. Seoul : Man to Man Institute of English.

Koike, Ikuo (ed.). 1983. General Survey of English Language Teaching at Colleges andUniversities in Japan : Teachers' View. Tokyo : General English Institute of EducationalResearch, Keio University.

[Reference from LoCastro 1988. Respondents to questionnaire survey gave 40 as theideal class size. There was a marked increase in teacher dissatisfaction when classesexceeded this number.]

Koike, Ikuo (ed.). 1985. General Survey of English Language Teaching at Colleges andUniversities in Japan : Students' View. Tokyo : General English Institute of EducationalResearch, Keio University.

[Reference from LoCastro 1988. 35% of student respondents to questionnaire surveywere satisfied in classes of 20 or less, 34% in classes of 21-30, and 21% in classes of31-40.]

Kramsch, Claire J. 1987. Interactive discourse in small and large groups. In Wilga M. Rivers(ed.), Interactive Language Teaching. Cambridge : Cambridge University Press. ISBN 0-521-31108-X. pp 17-30.

[A "large group" simply means the whole class, i.e. 25 learners. A "small group" is asub-division of the whole class, i.e. 3 or 4 learners. Discusses ways of bringingappropriate discourse procedures to the attention of learners.]

Kumar, Karuna. 1992. Does class size really make a difference? - Exploring classroominteraction in large and small classes. RELC Journal, Volume 23, Number 1. pp 29-47.

16

[“This paper reports an attempt to explore the question whether it is class size whichmakes a difference to the language learning opportunities made available to learners.Classroom interaction data from traditional and activity-based English classes ofdifferent sizes is compared in terms of the opportunities made available to learners tointeract meaningfully. It is found that in these classes, it is the nature of the teaching-learning activities and the teacher’s role and attitude which influences the nature oflearner participation and the patterns of interaction rather than class size per se.”]

Lai, Fung-kuen Eva. 1994. Teachers’ views on ways of improving English language teachingin Hong Kong. Paper presented at The Annual International Language in EducationConference, Hong Kong, December 1994. ERIC Document Reproduction Service No ED388064.

[Large classes was one of a number of problems mentioned by Hong Kong teachersin a questionnaire. Many felt class sizes should be reduced.]

Lanier, Lois K. 1985. Job satisfaction among ESL teachers in higher education. WATESOLWorking Papers, Volume 2. Washington, D.C. . Washington Area Teachers of English toSpeakers of Other Languages.

[Reference from Bolton 1989. Class size is one factor affecting job satisfaction.]

Littlejohn, Andrew. 1987. Using group work with large classes. Practical English Teaching,Volume 7, Number 3, March 1987. pp 38-39.

[Suggests sets of exercises of different difficulty levels for classes of 40-70.]

LoCastro, Virginia. 1988. Research on large-size classes : A progress report. In TorkilChistensen (ed.), The Learner in Large Classes. (Special issue of The Language Teacher,Volume 12, Number 12, November 1988.) pp 7-11.

[Survey of research on ELT class size in Japan. Concludes by asking : "Do large-sizeclasses produce less learning or just different learning? Can we place a value on suchlearning as being 'good' or 'bad' or just different? ... Large-size classes may ... be acomplex issue involving at the very least culture, ideology, and values." Reprinted asLoCastro 1989a.]

LoCastro, Virginia. 1989a. Research on large-size classes . A progress report. University ofTsukuba Foreign Language Center Annual Bulletin. Sapporo : University of Tsukuba.

[Reprint of LoCastro 1988.]

LoCastro, Virginia. 1989b. Large Size Classes : The Situation in Japan. (Project ReportNumber 5.) Leeds . Lancaster-Leeds Language Learning in Large Classes Research Project.ISBN 1 872351 04 2.

[Analysis of responses by 96 teachers and 94 students in Japan to two questionnairesconcerning perceptions of class size.]

LoCastro, Virginia. 2001. Large classes and student learning. TESOL Quarterly, Volume35, Number 3, Autumn 2001.

[Calls for studies of "successful and not-so-successful learners in both large and smallclasses in one sociocultural context" (p 496) and for other research.]

17

Long, Michael H. 1975. Teaching English in Mexican schools : The problem of large classes.MEXTESOL Bulletin, Volume 1, Number 3. pp 7-14.

[Reference from Bruder and Paulston 1987.]

Long, Michael H. 1977. Teaching English in large classes. English Teaching Forum,Volume 15, Number 1, January 1977. pp 40-42.

[Considers four aspects of language teaching with classes of 60 : the classroomenvironment, differences between individual students, opportunities for individualparticipation, resources for learning. Discussion of each aspect is accompanied bysuggestions, with emphasis on the use of groups. Reprinted as Long 1983, Long1987 and Long n.d..]

Long, Michael. 1983. Teaching English in large classes. In Donald L. Bouchard and Louis J.Spaventa (eds.), A TEFL Anthology . Selected Articles from the English TeachingForum 1973-78. Washington, D.C. : United States Information Agency. pp 117-119.

[Reprint of Long 1977.]

Long, Michael. 1987. Teaching English in large classes. In Mary Bruder and Christina BrattPaulston, Teaching English in Large Classes : A Video Cassette and Print MaterialProgram for Teacher Training. Washington, D.C. : United States Information Agency. pp14-17.

[Reprint of Long 1977.]

Long, Michael. n.d. [1989] Teaching English in large classes. In Anonymous [United StatesInformation Agency], Individualized Instruction, Groupwork, and Pair Work : TenArticles from the "English Teaching Forum". Place and publisher not stated [Washington,D.C. . United States Information Agency]. pp 43-46.

[Reprint of Long 1977.]

Luckett, Joseph W. 1988. Motivation in the large classroom. In Torkil Chistensen (ed.), TheLearner in Large Classes. (Special issue of The Language Teacher, Volume 12, Number12, November 1988.) Pp 13-15.

[Students appear to be unmotivated because large classes are intimidating. This canbe overcome by forming permanent groups within the class, using tasks, and gettingstudents to make their own materials. Any change requires careful preparation for itto be accepted.]

McGreal, Rory. 1989. Coping with large classes. English Teaching Forum, Volume 27,Number 2, April 1989. pp 1-3

McLeod, Nicki. 1989. What Teachers Cannot Do in Large Classes. (Project ReportNumber 7.) Leeds : Lancaster-Leeds Language Learning in Large Classes Research Project.ISBN 1 872351 06 9.

[Categorisation of the difficulties reported by 113 teachers of large classes in severaldifferent countries.]

McClean, Rupert. 1989. Education in difficult contexts. Education for All (Bulletin of theUNESCO Principal Regional Office for Asia and the Pacific), Number 30, December 1989.pp 87-104.

18

Min Chieh B., Chou, I Hsin Kai. 1995. The experiment of language-learning simulations - aninvestigation of the adaptability of simulations in a large EFL conversation class. Hwa GangForeign Language Journal, (Taiwan), May 1995. pp 305-323.

[Use of simulations in language laboratory classes (45-60 students) in EFLconversation classes in Taiwan.]

Mooi, Chin Tiang. 1991. Designing and managing a self-access learning system for adultlearners. Guidelines, Volume 13, Number 1. pp 74-81.

Moon, Jaynee and Haihambo, Naftal. 1988. An interview with a Namibian primary schoolteacher. The Young Learner : IATEFL Young Learners Special Interest GroupNewsletter, Number 5, October 1988. pp 5-6.

[The interview is based on the questionnaires developed by the Lancaster-LeedsLanguage Learning in Large Classes Research Project. Classes range from 40 to115; ages range from 6 to 23.]

Muchisky, Dennis. 1985. The unnatural approach : language learning in Poland. ERICDocument Reproduction Service Number 264 728.

Naidu, Barbra. 1992. Coming to terms with the problems of large classes by reflecting onclassroom practice. In Basil Wijasuriya and Hyacinth Gaudart (eds.), Teaching andLearning English in Challenging Situations. Selangor Darul Ehsan, Malaysia: MalaysianEnglish Language Teaching Association. pp 258-265

[Discussion of the abandoning of the lecture mode in favour of a more interactivemethodology brought about through “teacher experimentation”.]

Naidu, B., Neeraja, K., Ramani, E., Shivakumar, J. and Viswanatha, V. 1992. Researchingheterogeneity: an account of teacher-initiated research into large classes. ELT Journal,Volume 46, Number 3, July 1992. pp 252-263

[The paper illustrates how a group of practising teachers in South India sought to“make sense of their collective teaching experience by focusing on the central issueof heterogeneity”]

Naidu, B., Shivakumar, J., Neeraja, K. and Xirasagar, S. 1993. Self-initiated classroomobservation in large classes - a feasible approach to teacher development. Focus on English(The British Council), Volume 8, Number 2. pp 3-8

[An examination of “how a self-initiated process of classroom observation becomesa consciousness-raising endeavour” helping teachers “find solutions to specificissues related to large classes” in addition to promoting teacher development.]

Noisaengsri, Pat. 1990. A Survey Study of Methodologies in Large Classes for ForeignLanguage Learning at Ramkhamhaeng in 1990. Bangkok : Ramkhamhaeng UniversityPress.

[A 45 page research study, in Thai. There is a 2 page abstract in English. Some ofthe data tables have been translated into English.]

Nolasco, Rob and Arthur, Lois. 1986a. You try doing it with a class of forty! EnglishLanguage Teaching Journal, Volume 40, Number 2, April 1986. pp 100-106.

19

[Describes gradual approach adopted by teacher trainers working with Britishteachers of large classes in Morocco. The introduction of change in the classroomshould itself be done gradually and should involve an element of learner training.Reprinted as Nolasco and Arthur 1986b.]

Nolasco, Rob and Arthur, Lois. 1986b. You try doing it with a class of forty! In MarcHelgesen (ed.), Teaching Large Classes. (Special issue of The Language Teacher, Volume10, Number 14, December 1986.) pp 4-9.

[Reprint of Nolasco and Arthur 1986a.]

Nolasco, Rob and Arthur, Lois. 1988. Large Classes. (Essential Language Teaching Series.)London : Macmillan. 0-333-43672-5.

[Definition of "large class" depends on experience of teacher involved and mayrange from 20 to "several hundred". Provides a simple introduction to languageteaching in fairly difficult circumstances, with an emphasis on communicativetechniques. Reviewed in Christensen 1988b.]

Nunan, David and Lamb, Clarice. 1996. The Self-directed Teacher : Managing thelearning process. Cambridge : Cambridge University Press.

[pp 147-149 on teaching large classes]

Nurcahyawan, Teddy. 1998. Cooperative learning : solving the large-size class problems inlanguage teaching. Mimbar Bahasa : Buletin Bahasa Universitas Tarumanagara, Volume2, Number 1, February 1998. ISSN : 1410 - 4288.

Okoye, Ifeoma. 1994. Teaching technical communication in large classes. English forSpecific Purposes, Volume 13, Number 3. pp 223-237

Oladejo, J.A. 1992. Studies in language learning in large classes : a critical appraisal. RELCJournal, Volume 23, Number 1, June 1992. pp 48-61.

[The paper sets out to critically examine the Lancaster-Leeds Language Learning inLarge Classes Research Project, focusing on its importance as a major researcheffort and highlighting some flaws.]

Palmer, Adrian S. 1979. A communication activity for large EFL classes. Guidelines,Number 1, (Special Issue on Communication Activities). June 1979. pp 60-67.

[The large class has "fifty or more" students. Recommends "Dialogue Games" forpairs of students being taught by non-native speaker teachers who are unsure of theircompetence in the target language. Though the games are highly structured, it isclaimed that they help to develop "integrated" rather than "compartmentalized"control of the language.]

Panneton, Patricia A. 1995. Communicative language teaching and the large classroom. TheHwa Kang Journal of TEFL, May 1995. pp 31-45

Peachey, Linda. 1989. Language Learning in Large Classes : A Pilot Study of SouthAfrican Data. (Project Report Number 8.) Leeds . Lancaster-Leeds Language Learning inLarge Classes Research Project. ISBN 1 872351 07 7.

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[Analysis of the perceptions of 15 South African primary teachers of class size andof the difficulties experienced in large classes.]

Pearson, E. 1984. Oral interactive testing at a Japanese university. Cross Currents, Volume11, Number 2. pp 1-12.

[Reference from Johnson 1988. Presents "an oral test based on role play that can beused for large groups."]

Prodromou, Luke. 1992. Mixed Ability Classes. London : Macmillan. ISBN 0-333-49386-9.

Redfield, Michael. 1988. Required freshman English : what do you do? In Torkil Chistensen(ed.), The Learner in Large Classes. (Special issue of The Language Teacher, Volume 12,Number 12, November 1988.) pp 35 & 39.

[Describes problem of university level compulsory freshman English classes inuniversities in Japan with over 50 poorly motivated non-English major students.Concentrates on listening skills, partly because this is less threatening than otheractivities.]

Regent, Odile. 1986/87. L’apprentissage auto-dirige dans les grandes groupes : quelquesexperiences. Melanges Pedagogiques, 1986/87. pp 129-138.

Rosen, Ellen. 1993. Role playing in a large class. TESOL Journal, Volume 2, Number 3,Spring 1993. p 33.

Sabandar, Jacob. 1989. Language Learning in Large Classes in Indonesia. (Project ReportNumber 9.) Leeds . Lancaster-Leeds Language Learning in Large Classes Research Project.ISBN 1 872351 08 5.

[Categorisation of the difficulties reported by 28 lecturers in large classes in anIndonesian university.]

Safnil. 1991. Techniques of dealing with large English classes. Guidelines, Volume 13,Number 1. pp 82-86.

[The paper discusses issues such as classroom management and control andtechniques which can be used to overcome these problems.]

Samuda, Virginia and Bruton, Anthony. 1981. Tango-seated pairs in the large classroom.English Teaching Forum, Volume 19, Number 1, January 1981. pp 22-25.

[Large classes are defined as having 40+ students. The paper describes a procedurefor facilitating pair work in state secondary schools in Singapore. Suggestions areprovided for vocabulary, drills, dialogues, pronunciation, reading and writing withtango seating.]

Samuda, Virginia and Bruton, Anthony. 1987. Tango-seated pairs in the large classroom. InMary Bruder and Christina Bratt Paulston, Teaching English in Large Classes : a VideoCassette and Print Material Program for Teacher Training. Washington, D.C. : UnitedStates Information Agency. pp 27-31.

[Reprint of Samuda and Bruton 1981.]

21

Samuda, Virginia and Bruton, Anthony. n.d. [1989] Tango-seated pairs in the largeclassroom. In Anonymous [United States Information Agency], Individualized Instruction,Group Work, and Pair Work : Ten Articles from the "English Teaching Forum". Placeand publisher not stated [Washington, D.C. . United States Information Agency). pp 32-36.

[Reprint of Samuda and Bruton 1981.]

Sarangi, Usha. 1989. A Consideration of Methodological Issues in Analysing theProblems of Language Teachers in Large Classes. (Project Report Number 10.) Leeds :Lancaster-Leeds Language Learning in Large Classes Research Project. ISBN 1 872351 09 3.

[Account of the five stages in the process of evolving a category system for theanalysis of the difficulties experienced by teachers in large classes.]

Saraswathi, V. 1990. Large Classes : a positive perspective. Indian Review of EnglishStudies, Volume 2, Numbers 1 & 2. pp 60-64

Sarwar, Zakia. 1991. Adapting Individualization techniques for large classes. EnglishTeaching Forum, Volume 29, Number 2. April 1991. pp 16-21

[Discussion of exercises which encouraged individualisation in large classes (100+)in Pakistan - based on idea of 4 Rs: reeducation, responsibility, relevance andrapport.]

Sarwar, Zakia. 1992. Ask the TJ?. TESOL Journal, Volume 2, Number 1, Autumn 1992. p43.

[See also :Coleman 1992Helgesen 1992Shamim 1992]

Sarwar, Zakia. 2001a. Adapting individualization techniques for large classes. In D.Halland A.Hewings (eds), Innovation in English Language Teaching : A Reader. London :Routledge. pp 127-136.

[See also Sarwar 2001b]

Sarwar, Zakia. 2001b. Innovations in large classes in Pakistan. TESOL Quarterly,Volume 35, Number 3, Autumn 2001. pp 497-500.

[Describes the PBL (project-based learning) approach and argues that it is effective inmixed ability classes of 150 adults in Pakistan.See also Sarwar 2001a.]

Sarwar, Z., Shamim, F. and Kazi, A.M. 1985. A Think-Out on Oxford English forColleges. Karachi : Kifayat Academy. pp 92-94.

[Appendix II, pp 92-94, on "Group work and pair work", provides suggestions forpair and group work in classes of 100 or more. Suggestions are in two main areas :the formation of groups, and the correction of written work.]

Sevier, Marti. 1987. Teaching large classes : A learner-initiated workshop. In Prem Mathur(ed.), Process-Oriented In-Service Education for English Teachers. Singapore : TheBritish Council. pp 42-50.

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[Describes a teacher-training workshop session where participants pooled problemsand then pooled solutions to problems concerned with large classes.]

Shamim, Fauzia. 1988. Seminar Workshop Reports : SELT Seminar. SPELT Newsletter,Volume iv, Number 4. pp 32-39.

Shamim, Fauzia. 1989. Group work . Myth or reality? SPELT (Society of Pakistan EnglishLanguage Teachers) Newsletter, Volume 4, Number 4, September 1989. pp 32-35.

[Record (by Mumtaz Shafaat) of a workshop which indicated that "pair work andgroup work can be successfully introduced at about any level, even with 'large'classes."]

Shamim, Fauzia. 1989. How to use communicative techniques in large classes. SPELT(Society of Pakistan English Language Teachers) Newsletter, Volume 4, Number 4,September 1989. pp 38-39.

[Describes how an individual, pair and group activity - suitable for use with largeclasses - was demonstrated in a workshop.]

Shamim, Fauzia. 1992. Ask the TJ?. TESOL Journal, Volume 2, Number 1, Autumn 1992.pp 43.

[See also :Coleman 1992Helgesen 1992Sarwar 1992]

Shamim, Fauzia. 1998. Class size and teaching/learning of English in Pakistan. SPELT(Society of Pakistan English Language Teachers) Newsletter, Volume 12, Number 3,1998. pp 2-29.

Singh, V.D. 1980. Learners' dictionaries and large classes. IAPL & EI (Indian Associationfor Programmed Learning and Educational Innovation) Journal, Volume 4, January1980. pp 28-36.

[Recommends using tasks based on learners' dictionaries, in groups, as an alternativeto lecturing to large classes.]

SPELT. 1991. Specialist Conference on Research in Large Classes (SPELT) Newsletter,Volume VI, Number 4, December 1991.

Sprenger, Arnold. 1973. Group work in foreign-language learning : A report. EnglishTeaching Forum, Volume 11, Number 5, September 1973. pp 12-15.

[Report on group work used with classes of 40-50 first year undergraduates at auniversity in Taiwan. Senior students were put in charge of small groups of freshmenstudents. Both sides gained from the experience; eventually the groups functionedwithout the senior students. Emphasises the reduction of stress experienced bystudents who, when speaking, are addressing only the other members of a smallgroup rather than the whole class. See also Sprenger 1976.]

Sprenger, Arnold. 1976. Students teach students A follow-up. English Teaching Forum,Volume 14, Number 1, January 1976. pp 42-43.

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[Reports on developments of the experiment described in Sprenger 1973. Seniorstudents are paired with freshmen and encouraged to develop a social life togetheroutside the classroom using only the target language. 80 students (40 seniors, 40juniors) could be accommodated in this way.]

Takayama, Masahiro. 1997. A study of the effect of class size on scholastic achievement andaffective variables. Waseda University English Education Committee, (Japan) Volume 28,November 1997. pp 129-142.

[Discussion of the possible effects of class size on learning with regard to EFL /ESL. Considers perceptions of class size, influence of class size on achievement andaffective variables.]

Taska, Betty K. 1978. When you're outnumbered 100 to 1 : Effective teaching in largeclasses. In Charles H. Blatchford and Jacquelyn Schachter (eds.), On TESOL '78 : EFLPolicies, Programs, Practices. Washington, D.C. . TESOL. pp 157-164.

[Provides a series of hints, mostly adapted from other sources, on techniquesappropriate for use in large classes.]

Thomas, Ian and Clarke, David. 1986. Teaching in large classes. In Richard Webber andTony Deyes (eds.), Appropriate Methodology in ELT : a Report on the Dunford HouseSeminar, 14-24 July 1986. London : The British Council. pp 83-84.

[Brief description of a workshop in which four groups of teachers concentrated onidentifying positive aspects of large classes and preparing checklists of proceduresfor enriching large classes.]

West, Michael. 1960. Teaching English in Difficult Circumstances : Teaching English asForeign Language with Notes on the Technique of Textbook Construction. London :Longmans, Green.

["By 'unfavourable conditions' we mean a class consisting of over 30 pupils (moreusually 40 or even 50), congested on benches (not sitting at individual or dual desks,accommodated in an unsuitably shaped room, ill-graded, with a teacher who perhapsdoes not speak English very well or very fluently, working in a hot climate" (p 1).Chapter 2, "Useful devices in the large class" (pp 6-15), stresses the importance ofhelping learners to learn "how to learn" because they are not going to receive one-to-one teaching from the teacher.]

Westrup, Heather R. 1992. Interactive techniques for large classes with limited resources. InBasil Wijasuriya and Hyacinth Gaudart (eds.), Teaching and Learning English inChallenging Situations. Selangor Darul Ehsan, Malaysia: Malaysian English LanguageTeaching Association. pp 22-28

Wharton, Sue and Race, Phil. 1999. 500 Tips for TESOL (Teaching English to Speakersof Other Languages). London : Kogan Page/Sterling, VA : Stylus Publishing.

[Section 8, pp 23-24, is called ‘Working with large classes’. It consists of elevenshort ‘tips’ such as ‘Use pair and group work’ and ‘Find out how colleagues copewith large classes’. The book is promoted for its advice on ‘handling both large andsmall groups’.]

24

Wijasuriya, Basil and Gaudart, Hyacinth (eds.) 1992. Teaching and Learning English inChallenging Situations. Selangor Darul Ehsan, Malaysia: Malaysian English LanguageTeaching Association.

[The following deal specifically with large classes and are noted separately in thissection :Naidu 1992Westrup 1992Wiseman 1992]

Williams, Carol Fedyk and Williams, Terrence Lee. 1979. Dealing with large classes : Acourse in individualized instruction. English Teaching Forum, Volume 17, Number 1,January 1979. pp 44-45.

[Discussion of an attempt to introduce ideas relating to individualisation in ESLteaching for teacher training classes at University of San Carlos, Guatemala. Aftergraduating, the trainees can expect to teach classes of 60 to 100 pupils in the publicschool system. Reprinted as Williams and Williams 1987 and Williams andWilliams n.d.]

Williams, Carol Fedyk and Williams, Terrence Lee. 1987. Dealing with large classes : Acourse in individualized instruction. In Mary Bruder and Christina Bratt Paulston, TeachingEnglish in Large Classes : A Video Cassette and Print Material Program for TeacherTraining. Washington, D.C. : United States Information Agency. pp 20-23.

[Reprint of Williams and Williams 1979.]

Williams, Carol Fedyk and Williams, Terrence Lee. n.d. [1989] Dealing with large classes .A course in individualized instruction. In Anonymous [United States Information Agency],Individualized Instruction, Group Work, and Pair Work . Ten Articles from the"English Teaching Forum". Place and publisher not stated [Washington, D.C. . UnitedStates Information Agency]. pp 3-6.

[Reprint of Williams and Williams 1979.]

Williams, Peter R.C. 1991. Opening Address. Education for All : From Planning to Action.Papers from the 30th Annual Conference, Education for All : A View of the 90s, 8-10thApril 1991, University of Warwick, Coventry.

Wiseman, Anne. 1992. Making the most of your large class: Learner generated materials andlarge classes. In Basil Wijasuriya and Hyacinth Gaudart (eds.), Teaching and LearningEnglish in Challenging Situations. Selangor Darul Ehsan, Malaysia: Malaysian EnglishLanguage Teaching Association. pp 212-217.

[Looks at “perceptions of large classes and teachers’ attitudes towards large classes”.Offers suggestions of what teachers “might do to help themselves and their learnersin a large class”]

Wu Hsiao Li. 1993. Is teaching in large classes really an insoluble problem? Wen TzaoJunior College, (Taiwan) November 1993. pp 87-114.

[Discussion of some of the difficulties involved in teaching large classes withsuggestions for more effective teaching.]

Xu Qian. 1992. How I teach a large class. English Teaching Forum, April 1992. p34.

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Zikri, M. and Holliday, A.R. 1989. Distance learning in large classes. In AppropriateMethodology : Proceedings of the Seventh National Symposium on English LanguageTeaching in Egypt. Cairo : Centre for Developing English Language Teaching, Ain ShamsUniversity.

[Reference from Holliday. Forthcoming.]

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Section 1.2 : Unpublished materials on the learning and teaching of English in largeclasses

Adebayo, Eyitano Adeniran. 1993. Teaching English in difficult circumstances. UnpublishedMEd (TESOL) dissertation, School of Education, University of Leeds, January 1993.

Allwright, Dick. 1988. An overview of language learning in large classes. Paper presented inthe Colloquium, "Language Learning in Large Classes : Current Research". TESOLConvention, Chicago, Illinois, 1988.

Allwright, Dick. 1989. Methodological issues in research on large classes. Paper presented inthe Colloquium, "Language Learning in Large Classes : Research Update". TESOLConvention, San Antonio, Texas, 1989.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 3.]

Allwright, Dick. 1989. How important are lessons, anyway? Paper presented in the PanelDiscussion, "Language Learning in Large Classes". IATEFL Conference, University ofWarwick, 1989.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 12.]

Allwright, Dick. 1990. Large classes. management problem or self-management opportunity?Paper presented in the Panel Discussion, "Language Learning in Large Classes : RecentDevelopments". IATEFL Conference, Trinity College, Dublin, 1990.

Allwright, Dick. Who wants classroom lessons, anyway?. Poster. IATEFL Conference,Swansea, 4-7th April 1993.

Anonymous. nd. A mode of coping with a large class : example of a warming up task.

Armstrong, Kevin. 1990. Teaching a class of 80 : a case study.

Asmarani, Ratna. 1991-1992. Proposals to assist TESOL teachers with the design of tasks,based on specific reading materials, for use in a large class context in Indonesia. UnpublishedMEd (TESOL) dissertation, School of Education, University of Leeds, 1991/92.

Ayodele, Samuel O. and Kolo, Thomas N. n.d. An empirical study into the relative effects ofclass size and location of school on performance. Nigeria. Unpublished.

Bolton, John K. 1989. Coping with crowded classes : Survival Skills for the innovativeteacher. Paper presented at the 23rd Annual TESOL Convention. San Antonio, March 1989.

[Examines the "smaller is better" hypothesis. Looks at student attitudes to largeclasses. Proposes strategies for managing large classes. Suggests "survival skills" forteachers in large classes.]

Bolton, John. 1989. Large classes : an American perspective. Paper presented in theColloquium, "Language Learning in Large Classes : Research Update". TESOL Convention,San Antonio, Texas, 1989.

27

Bolton, John. 1990. Recent developments in language learning in large classes : AnAmerican perspective. Paper presented in the Colloquium, "Language Learning in LargeClasses : Recent Developments". TESOL Convention, San Francisco, California, 1990.

Bolton, John. n.d. Seven myths and seven realities : Problems and solutions in large classes.Montgomery College, Maryland : Unpublished.

Brims, Jim. 1990. Role playing for large classes. Paper presented at the 24th IATEFLConference, Dublin, March 1990.

[Demonstration of a variety of role play activities.]

Burgess, Sally. 1989. "Good news from the crowded classroom" : Reflections on largeclasses as a stimulus to curriculum development. Unpublished.

[Teachers of large classes are "fortunate" in that they are "forced to confront issuesof classroom interaction patterns, curriculum and syllabus design, and evaluation."Describes situation at University of La Laguna, Tenerife, Spain, whereexperimentation with large classes has led to introduction of "revolving roles" ingroups.]

Burgess, Sally. 1990. Devolving power in the large class context. Paper presented in theColloquium, "Language Learning in Large Classes : Recent Developments". TESOLConvention, San Francisco, California, 1990.

Cabraal, Jeannette. nd. Techniques for large classes. University of Kelaniya, Sri Lanka.

Carver, David. 1988b. Teachers' perceptions of trends and problems in ELT methodology.(Research Report Number 5.) Edinburgh : Scottish Centre for Education Overseas, MorayHouse College.

[Ten suggestions for dealing with large classes, gathered from a variety of sources,were presented in the form of a questionnaire to participants on the Moray HouseDiploma in TEFL. Responses concerning the extent to which the proposals could beimplemented varied considerably. The most positive response was gained by the ideaof using story telling for the whole class; the most negative response was given tothe idea of combining with another teacher for workshop-type activities. Variousconclusions concerning the incorporation of a problem-solving dialogue into teachereducation programmes are reached.]

Central Institute of English and Foreign Languages, Hyderbad. 1991. A select bibliographyon language learning in large classes. Seminar on Teaching English in Large Classes, 18-19March 1991.

Che Lah, Yahya. 1996. An Analysis of Malay Language Teaching in Large Classes inMalaysian Primary Schools : Focus on Reading Comprehension. Unpublished M.Ed.dissertation, School of Education, University of Leeds.

Christensen, Torkil. 1990. "And what do they care?" The reactions to differences in class sizeof new college students in Japan. Paper presented in the Colloquium, "Language Learning inLarge Classes : Recent Developments". TESOL Convention, San Francisco, California, 1990.

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Clarke, David. 1990. ELT projects in Africa and large classes. Paper presented in theColloquium, "Language Learning in Large Classes : Recent Developments". TESOLConvention, San Francisco, California, 1990.

Coleman, Hywel. 1986. The "Risking Fun" procedure . Learning language in large crowds.Demonstration presented at the 20th Annual TESOL Convention, Anaheim, California,March 1986.

[Demonstration of a procedure consisting of a series of interactive activities whichfunction with large numbers of learners and without constant teacher supervision.]

Coleman, Hywel. 1988. The largeness of large classes. Paper presented in the Colloquium,"Language Learning in Large Classes : Current Research". TESOL Convention, Chicago,Illinois, 1988.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 4.]

Coleman, Hywel. 1989. Approaches to the management of large classes. Paper presented inthe Colloquium, "Language Learning in Large Classes : Research Update". TESOLConvention, San Antonio, Texas, 1989.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 11.]

Coleman, Hywel. 1989. Approaches to the management of large classes. Paper presented inthe Panel Discussion, "Language Learning in Large Classes". IATEFL Conference,University of Warwick, 1989.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 11.]

Coleman, Hywel. 1990. The relationship between large class research and large classteaching. Paper presented in the Colloquium, "Language Learning in Large Classes : RecentDevelopments". TESOL Convention, San Francisco, California, 1990.

Coleman, Hywel. 1990. The relationship between large class research and large classteaching. Paper presented in the Panel Discussion, "Language Learning in Large Classes :Recent Developments". IATEFL Conference, Trinity College, Dublin, 1990.

Coleman, Hywel. 1991. Class size and second language acquisition : research perspectives.SEAMEO RELC Regional Seminar. Language Acquisition and the Second / ForeignLanguage Classroom. Singapore, 22-26 April 1991.

[Review of the literature on class size and learning, with an “attempt to ‘translate’this literature into EFL terms”. Also proposes for a research agenda.”]

Coleman, Hywel. 1991. Keynote lecture: Learners’ strategies in tertiary-level large classes.CS Conference, Nairobi, July 1991.

[Evaluation of work on learner strategies, proposal of alternative inventory anddiscussion of implications for the promotion of alternative strategies in largeclasses.]

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Coleman, Hywel. 1991. Current Research in Large Classes : Conference Report. A SpecialistConference, Karachi, Pakistan, 9-12 September 1991.

Collins, Tim. 1990. Teaching the writing process in large classes. Paper presented at 24thAnnual TESOL Convention, San Francisco, 1990.

David, Annie. n.d. Remedial second language teaching. Unpublished paper. Hyderabad :Central Institute for English as a Foreign Language.

[Argues that in difficult - "remedial" - situations "communication cannot realisticallybe visualised ... but can only be aimed at as the target to be reached eventually".Thus teachers of large classes should use choral repetition and drills to help learnersinternalise the basic language corpus, ready for communicative use at a later date.]

Doye, Chris. 1998. Learner Development : Dependent Learners and Large Classes. Paperpresented at TESOL ‘98, Seattle, Washington.

Duran, Veronica Flores. 1996. Large classes. Unpublished assignment.

Egbujor, Virginia Ada. 1991. Coping with large classes in English language teaching intertiary institutions in Nigeria, the Futo experience. Department of General Studies, FederalUniversity of Technology, Owerri.

Embi, Mohamed Amin. 1996. Language learning strategies employed by secondary schoolstudents learning English as a foreign language in Malaysia. Unpublished PhD thesis, Schoolof Education, University of Leeds, June 1996.

[Study examines amongst other things the relationship between several situationalfactors, such as class size, and learners’ strategy use. “With regard to class size, thegeneral findings of the study indicate that strategies learners report and are observedto adopt in the classroom vary considerably according to the size of the classes thestudents are studying in.”]

Herbert, Anne. 1991. Teaching practice in larger English language classes in Vietnam.Research proposal for Master of Arts School of Community Services & Policy Studies. July,1991.

Herrera, Juana. 1990. Teaching writing to large groups. Paper presented in the PanelDiscussion, "Language Learning in Large Classes : Recent Developments". IATEFLConference, Trinity College, Dublin, 1990.

Hubbard, Peter. 1988. Language learning in large classes in Mexico. Paper presented in theColloquium, "Language Learning in Large Classes : Current Research". TESOL Convention,Chicago, Illinois, 1988.

Hubbard, Peter. 1989. Teaching English to large classes in the University of GuadalajaraHigh School System, Mexico. Paper presented in the Colloquium, "Language Learning inLarge Classes : Research Update". TESOL Convention, San Antonio, Texas, 1989.

Husni, Chairul. 1991/92. Some evaluation techniques of English language competence in thecontext of large classes at the University of North Sumatra (Analysis and revision of an

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English language test). Unpublished MEd (TESOL) dissertation, School of Education,University of Leeds, 1991/1992.

Intaraprasert, Channarong. 2000. Language Learning Strategies Employed by EngineeringStudents Learning English at the Tertiary Level in Thailand. Unpublished PhD thesis, Schoolof Education, University of Leeds, August 2000.

Jawaid, Arif. nd. A task-based approach and related methodology for large classes.

Klinkhachorn, Prapai. 1993. A Survey of problems and practices of teaching English in largeclasses. Unpublished MA dissertation (Linguistics), Faculty of Graduate Studies, MahidolUniversity, Thailand.

Kouassi, Jérome. 1991-1992. L’enseignement de l’Anglais dans les classes a effectifplethorique : learner cas de l’enseignement secondaire en Cote D’Ivoire. Rapport deDépartement d’Anglais, Universite Nationale de Cote d’Ivoire.

Kouassi, Jérome. 1996. Effectifs plethoriques et acquisition de l’Anglais : choix du materialet des activites d’apprentissage. Unpublished PhD thesis. Département d’Anglais, UniversiteNationale de Cote d’Ivoire. Département d’Anglais, Universite Nationale de Cote d’Ivoire

Kouassi, Jérome. 1998. An approach to research in large classes. Unpublished M.Ed. TESOLAssignment. University of Leeds.

[Study focuses on “research procedures in large classes, justifying the necessity ofdeveloping a procedure adapted to research in large classes” and offers “suggestionsfor better study of this type of class”]

Kowitz, Johanna. 1989a. Results and comments on survey conducted at MOE inspectors’workshop. MOE Inspectors’ Workshop, Ammam, Jordan, 29th October 1989. Unpublished.

Kowitz, Johanna. 1989b. Results and comments on survey conducted at MOE inspectors’workshop. MOE Inspectors’ Workshop, Cairo, Egypt, 8th November 1989. Unpublished.

Kowitz, Johanna. 1990. Large classes at the university level in Egypt. Paper presented in thePanel Discussion, "Language Learning in Large Classes : Recent Developments". IATEFLConference, Trinity College, Dublin, 1990

Kumar, Karuna. nd. Teaching English in large and small classes - does class size affectteaching? Unpublished paper. Hyderabad : Central Institute for English as a ForeignLanguage.

Lassémillante, Marie. 1993. Is class size a major problem in ELT in Mauritius? UnpublishedGraduate Diploma in TESOL Assignment. University of Leeds.

[Questionnaires on class size sent to 10 secondary ELT practitioners in Mauritius inorder to discover their experience and perceptions of large classes, difficultiesencountered and techniques used.]

Lilley, Christine. 1990. Teaching large English language classes in Kenya : The problemsand possible solutions. Unpublished M.Ed. TESOL Negotiated Study. University of Leeds.

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[Examines national policy on class size; surveys headteachers' attitudes to largeclasses through a questionnaire survey; proposes general principles for dealing withthe problems.]

LoCastro, Virginia. 1988. Language learning in large classes in Japan. Paper presented in theColloquium, "Language Learning in Large Classes : Current Research". TESOL Convention,Chicago, Illinois, 1988.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 5.]

LoCastro, Virginia. 1989. Interaction patterns in large classes (Japan). Paper presented in theColloquium, "Language Learning in Large Classes : Research Update". TESOL Convention,San Antonio, Texas, 1989.

LoCastro, Virginia. 1990. Student views of large size classes in Japan. Paper presented in theColloquium, "Language Learning in Large Classes : Recent Developments". TESOLConvention, San Francisco, California, 1990.

LoCastro, Virginia. 1990. Student views of large size classes in Japan. Paper presented in thePanel Discussion, "Language Learning in Large Classes : Recent Developments". IATEFLConference, Trinity College, Dublin, 1990.

Long, Chris. 1987. The tutor's role in a packaged writing course (SHOP). Unpublished paper.[Describes system developed in Hong Kong Polytechnic where 5 or 6 Englishlanguage tutors meet 600-700 engineering students occasionally; responsibility forlearning is delegated to groups of three students.]

McCarger, Julie P. 1989. Large classes : how to maximise participation. Lecture given inPre-service Training Course in Atbara, Sudan, April 1989.

McLeod, Nicki. 1988. What teachers cannot do in large classes. Paper presented in theColloquium, "Language Learning in Large Classes : Current Research". TESOL Convention,Chicago, Illinois, 1988.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 7.]

McLeod, Nicki. 1989. Large classes in Malaysia : what do we want to know about them?Paper presented in the Panel Discussion, "Language Learning in Large Classes". IATEFLConference, University of Warwick, 1989.

McLeod, Nicki. 1990. Large is embarrassing. Paper presented in the Panel Discussion,"Language Learning in Large Classes : Recent Developments". IATEFL Conference, TrinityCollege, Dublin, 1990.

Mahmoud, Al-Hafiz. 1989. What teachers claim to do in large classes. Paper presented in thePanel Discussion, "Language Learning in Large Classes". IATEFL Conference, University ofWarwick, 1989.

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Mahmoud, Al-Hafiz. 1989. Analysing what teachers claim to do in large classes.Unpublished M.Ed. TESOL Negotiated Study. University of Leeds.

[Analyses reports made by 14 Nigerian university lecturers of the ways they helplearners to learn in large classes.]

MELTA. 1991. Teaching and Learning English in Challenging Situations. First InternationalConference, Petaling Jaya, Hilton, 14-17th May 1991.

Mohanraj, S. 1991. Handling large classes : some practical suggestions. Paper presented atthe National Seminar on ‘Changing Trends in ELT in India’, Vallabh Vidyahagar (Ginjarat),India, 1st February 1991.

Naidu, Barbara. 1991. Coming to terms with the problems of large classes by reflecting onclassroom practice. Paper presented at the First International Conference of The MalaysianEnglish Language Teaching Association (MELTA), 14-17th May 1991.

Olaofe, I.A. n.d. Do students’ really learn in large English classes? Unpublished report,Department of Education, Ahmadu Bello University, Zaria, Nigeria.

Otagburuagu, Emeka J. and Enuesike, James O. 1991. Large class management - theNigerian situation. Paper presented at a specialist conference on current research in largeclasses organised by Language Learning in Large Classes Research Project, hosted bySociety of Pakistan English Language Teachers (SPELT), Karachi, Pakistan, 9-12thSeptember 1991.

Pammu, Abidin. 1994. Indonesian EFL university students’ perceptions of learning in largeclasses. Unpublished MA project report (TESOL), University of Canberra, 5th October 1994.

Peachey, Lyn. 1988. Language learning in large classes : A pilot study of South African data.M.Ed. Negotiated Study. University of Leeds.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 8.]

Prasad, Paruchuri Usha. 1992. Classroom communication in English classes of different sizes: an exploratory study. Unpublished MPhil thesis (ELT), Central Institute of English andForeign Languages, Hyderbad 500 007. June 1992.

Ramani, Esther. 1989. Qualitative approaches to research in large classes (India). Paperpresented in the Colloquium, "Language Learning in Large Classes : Research Update".TESOL Convention, San Antonio, Texas, 1989.

Ramani, Esther. 1990. Using large classes to develop the teacher as researcher. Paperpresented in the Colloquium, "Language Learning in Large Classes : Recent Developments".TESOL Convention, San Francisco, California, 1990.

Ramani, Esther. 1990. Using large classes to develop the teacher as researcher. Paperpresented in the Panel Discussion, "Language Learning in Large Classes : RecentDevelopments". IATEFL Conference, Trinity College, Dublin, 1990.

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Sabandar, Jacob. 1988. Language learning in large classes in Indonesia. Paper presented inthe Colloquium, "Language Learning in Large Classes : Current Research". TESOLConvention, Chicago, Illinois, 1988.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 9.]

Sabandar, Jacob. 1989. Language teaching and learning in large classes : Experience versusperception. Paper presented at the TEFLIN (Teachers of English as a Foreign Language inIndonesia) Conference. Jember, Indonesia, October 1989.

[Discusses responses to a questionnaire survey of 28 lecturers teaching English attwo universities in eastern Indonesia. All found class size to be a major or the majorproblem. Largest classes taught averaged 100.3, ranging from 40 to 140. For themajority of respondents, these were considerably larger than the perceived point atwhich classes are intolerably large.]

Sarangi, Usha. 1989. A consideration of methodological issues in analysing the problemslanguage teachers experience in large classes. Paper presented in the Panel Discussion,"Language Learning in Large Classes". IATEFL Conference, University of Warwick, 1989.

[Subsequently published by the Language Learning in Large Classes ResearchProject as Project Report Number 10.]

Sarwar, Zakia. 1990. Writing in large classes in Pakistan. Paper presented in the Colloquium,"Language Learning in Large Classes : Recent Developments". TESOL Convention, SanFrancisco, California, 1990.

Sarwar, Zakia. 1990. Listening skills for large classes. Paper presented at JALT InternationalConference, 23-25 November 1990, Omiya, Japan.

Sarwar, Zakia. 1983. Handling large classes. Paper presented at First International ELTConference. Islamabad.

[Provides suggestions for working with large classes in Pakistan, in situations where"the physical presence to 200 students in a class is a hard fact that cannot beignored." These suggestions include the formation of groups, the use of games, andconfidence-boosting activities for the teachers of large classes.]

Sarwar, Zakia. 1990. Adapting individualisation techniques for large classes. Paper presentedat the 29th TESOL Convention Francisco, March 1990.

[Identifies large classes as one of three problems ELT in Pakistan. Describes anexperiment, with a voluntary class , of 104 young female adults, to increaseindividualisation of learning tasks and individualisation in large classes.]

Sarwar, Zakia. 1992. Learner strategies in large classes : a survey in Pakistan. UnpublishedMEd (TESOL) dissertation, School of Education, University of Leeds, August 1992.

Scanlon, Julie. 1990. Language learning in large classes and learner strategies. UnpublishedM.Ed. TESOL Negotiated Study. University of Leeds.

[Discusses responses of 94 secondary school learners in Zanzibar to a questionnaireinvestigating the strategies which they employ in learning English in large classes.]

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Shamim, Fauzia. 1993. Using group work in large classes : problems and prospects. IATEFLConference, Swansea, Wales, 4-7th April 1993.

Shamim, Fauzia. 1993. Teacher-learner behaviour and classroom processes in large ESLclasses in Pakistan. Unpublished PhD thesis, School of Education, University of Leeds, June1993.

[Teachers’ perceptions of class size are influenced by experience, class sizes in theschool, the size of the classroom and the type of activity being used. Teachers use aset of ‘core’ activities regardless of class size. The location of students in theclassroom affects interaction and participation.]

Singh, Rajinder. 1990. Towards an integrated methodology for teaching English in largeclasses at the undergraduate level : a study with special reference to the affiliated colleges ofKurukshetra University, Haryana. Unpublished dissertation for Master of Letters in English,Central Institute of English and Foreign Languages, Hyderbad - 500 007, June 1990.

Singh, Rajinder. nd. Literature on language teaching and learning in large classes - aselective review. CIEFL, Hyderabad.

Syamaun, Arifin. 1989. Large classes in TESP with special reference to an Indonesianuniversity. Unpublished MEd. Dissertation, University of Exeter.

[Discusses the role of English in Indonesia, large ELT classes in Indonesia,experiences in large classes in countries, and proposed solutions for large classes.Solutions fall into three areas : methodology (classroom environment, group work,communicative activities outside the class, and changing teachers' and students'roles); materials (particularly reading); and evaluation (classroom checks and formaltests).]

Taylor, James. 1981a. Coping with the reality of unmotivated classes of secondary schoollearners of EFL. Paper presented at the l6th IATEFL Conference. Goldsmiths' College,London, December 1981.

[The paper was related to a workshop presented at the conference; see Taylor 1981b.A summary of the paper, under the title "Coping with the reality of large,unmotivated EFL classes in secondary schools", appeared in IATEFL Newsletter73, June 1982. pp 41-42. The paper is primarily concerned with the issue ofmotivation in difficult situations, one of the characteristics of which is large classes.]

Taylor, James. 1981b. Large unmotivated classes. Workshop presented at the l6th IATEFLConference. Goldsmiths' College London, December 1981.

[The workshop was related to a paper presented at the conference; see Taylor 1981a.A summary of the workshop appeared in IATEFL Newsletter 76, January 1983. p43. The emphasis was on learners, in pairs, revising textbook dialogues to takeaccount of their own interests.]

Taylor, Margaret. 1989. Language learning and large classes. Unpublished R.S.A. DiplomaProject.

[Detailed report of work carried out in a Centre for British Teachers Project inprimary schools in Brunei. Classes numbered up to 42. The work discussed consistedof peer observations, teachers' discussions, and workshops.]

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Vera, Jose Luis. 1989. Dealing with big groups . Case study. Unpublished.[Retrospective account, in note form, of a two-year experiment in the use of groupsin large classes at University of La Laguna, Tenerife, Spain.]

Venkatalakshmi, T. Shrimathy. 1991. Language learning in large classes : Need for a changein methodology. Unpublished MPhil (English), University of Madras, December 1991.

Worku, Nega. 1988. The potential relevance of the social psychology of collective behaviourfor language learning in large classes. Unpublished M.Ed. Dissertation. University of Leeds.

[Considers the literature of behaviour at the levels of collectivity, group and crowdfor the study of large classes.]

Worku, Nega. 1989. Language teaching in large classes. Unpublished paper. Asmara :Asmara University Institute of Language Studies.

[Detailed analysis of the responses of 74 English teachers working in 2 tertiary, 7secondary and 10 primary institutions in Asmara, Ethiopia, to two questionnairesconcerning perceptions of class size and practice in large classes. Largest primaryclass was 86 (average 63); largest secondary class was 86 (average 58); and largesttertiary class was 41 (average 28).]

Zulu, Nogwaja S. 1993. Techniques in marking written work in large EFL/ESL classes.Paper presented at 27th International IATEFL Conference, Swansea, Wales, 4-7th April,1993.