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

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

3. 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)

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

5. 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.

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

7. 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)

8. Thank you