Employ more communicative tasks and strategies in large classes to encourage participation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because larger classes showed lower WTC, the article recommends that teachers of large classes deliberately employ communicative strategies and tasks that support participation and interaction. Coleman (1989), as cited in the article, argued that employing more communicative tasks and activities is one way to overcome the negative influences of larger classes on students' WTC. The conclusion states teachers in larger classes should be aware of the need to encourage students to participate and be involved in class interaction.

Design Implications¶

Context¶

Requirements¶

• Teachers must recognize that larger classes depress WTC and deliberately add communicative tasks

Constraints¶

• The recommendation addresses larger classes specifically; the study's smallest class showed high WTC without such compensation

Target Learners¶

• EFL learners in large classes

Target Learning Goals¶

• willingness to communicate in the L2
• participation in class interaction

Related Strategies¶

• Enhance learners' motivation, especially intrinsic motivation, to raise L2 willingness to communicate
• Classroom Seating Arrangements

Examples¶

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Key Sources¶

• Zeinab Moradi Khazaei, Ahmad Moin Zadeh & Saeed Ketabi. (2012). Willingness to Communicate in Iranian EFL Learners: The Effect of Class Size. English Language Teaching, 5(11). https://doi.org/10.5539/elt.v5n11p181