Introduction

In many countries around the world, the number of students in English classrooms is increasing. In
schools and universities, especially in developing countries, teachers often have to teach English to large
groups of students. This situation creates many challenges for both teachers and students. Teaching a
foreign language like English requires enough time, interaction, and individual attention. But in large
classes, this becomes very difficult.

Teaching English as a Foreign Language (EFL) is not just about explaining grammar rules or giving
vocabulary lists. It requires communication, practice, and a good environment where students feel
comfortable and active. In small classes, it is easier for teachers to interact with students, answer their
questions, and check their progress. However, in large classes, these opportunities are limited. Teachers
may not know all their students well, and many students may feel shy or lost in the crowd.

Large class size can affect the quality of teaching in different ways. For example, teachers may find it
hard to manage the classroom, control noise, and keep the students focused. It can also be difficult to
use interactive methods like group work, role plays, or individual feedback. As a result, the learning
process becomes more mechanical and less effective. Students in large classes may have fewer chances
to speak, ask questions, or get personal support.

In addition, large classes can lead to more stress for teachers. When teachers have to prepare lessons,
check homework, and assess many students, they may feel tired and overloaded. This can affect their
motivation and the quality of their teaching. Also, students may not receive the attention they need, and
their language skills may not improve as expected.

This study will focus on the impact of large classes on the quality of EFL teaching. It will explore the
problems that teachers and students face in big classrooms and try to understand how class size affects
language learning. The purpose is not only to show the challenges but also to suggest possible solutions
or strategies that can help improve the teaching and learning process in large classes.

Understanding these issues is important because English is a global language, and learning it well can
open many doors for students. By improving the quality of English teaching, especially in crowded
classrooms, we can help students become more confident and successful in their future careers and
lives. That is why this topic deserves attention and research.
 Problem Statement
Teaching English as a Foreign Language (EFL) in large classes has become a common situation in many
schools and universities, especially in countries like Afghanistan. In these classes, one teacher is often
responsible for teaching 40, 50, or even more students at the same time. This large number of students
creates many difficulties in the teaching and learning process.

In large classes, teachers cannot give enough time or attention to each student. They may not be able to
check every student’s homework, correct their mistakes, or answer all of their questions. This lack of
personal attention can lead to poor understanding and weak language skills. Students may also feel shy,
ignored, or unmotivated because they don’t get a chance to speak or participate.

Moreover, managing a large classroom is not easy. The teacher may face discipline problems, noise, or
lack of student focus. Using student-centered methods like group discussions, role plays, or individual
speaking activities becomes difficult. Teachers often have to use simple, traditional methods like
lecturing, which may not be effective for language learning.

Because of these problems, the quality of EFL teaching is often low in large classes. Students do not
learn English well, and teachers feel stressed and tired. Despite these challenges, there is not enough
research or clear solutions to help teachers deal with the situation.

Therefore, this study aims to understand the real effects of large class sizes on the quality of English
teaching. It will try to identify the main problems teachers and students face and suggest possible ways
to improve the teaching process, even in large classes.

Purpose Statement
The purpose of this qualitative research is to explore how large class sizes affect the quality of English as
a Foreign Language (EFL) teaching. This study aims to understand the challenges that both teachers and
students face in large classrooms and to find possible ways to improve the teaching and learning
process.

To find out solutions, the research will collect information through interviews and observations. By
listening to teachers' experiences and seeing how they manage large classes, the study will try to
identify what works and what does not. It will also look at how students feel and how their learning is
affected by being in a large class.

The goal of this study is to help teachers and school leaders find better methods and strategies for
teaching English, even when the class is large. Solving this issue can improve students’ learning, make
teachers feel more supported, and lead to a better classroom environment.

The benefits of solving this problem are many. Students will have a better chance to practice English, get
more attention, and feel more confident. Teachers will also be able to manage their time and lessons
more effectively. In the end, the whole education system can become stronger.

I am interested in this issue because I have seen how large classes can make teaching and learning
difficult. As a future teacher and a student myself, I believe it is important to understand this problem
and look for realistic solutions that can make a difference in real classrooms.

Research Questions
This study focuses on understanding how large class size affects the quality of EFL teaching. Based on
the purpose of the research, the following questions are raised:

1. How does large class size affect the quality of EFL teaching?
2. What challenges do EFL teachers face when teaching large classes?
3. How does a large number of students affect classroom management and student participation?
4. What strategies do EFL teachers use to deal with the problems caused by large classes?
5. How do students feel about learning English in large classes?

Research Hypotheses
This study also includes the following research hypotheses, which are predictions about the relationship
between class size and the quality of EFL teaching:

Hypothesis 1: Large class size negatively affects the quality of English language teaching.
Hypothesis 2: EFL teachers in large classes face more challenges in classroom management than those in
smaller classes.
Hypothesis 3: Students in large classes have fewer opportunities to participate and receive individual
attention.
Hypothesis 4: Using specific teaching strategies can help reduce the negative effects of large class size
on EFL learning.