Skip to main content
SpringerLink
Log in

Promoting Learner Engagement in a Large University-Level ESL Class in Pakistan

  • Chapter
  • First Online:
International Perspectives on Teaching English in Difficult Circumstances

Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

This chapter discusses an attempt to increase learner engagement in a large ESL class through a classroom-based intervention study carried out at a public sector university in Pakistan. The chapter offers a brief background to the study, discusses the construct of learner engagement, particularly in the context of large classes, presents some of the strategies used during the study to increase learner engagement in a large ESL class and discusses the outcomes of the study. From a global perspective, the strategies shared in the chapter may have wider significance and contribute to the repertoire of strategies large class teachers use to engage learners in similar contexts elsewhere.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Students’ comments have not been edited for language.

References

  • Ajjan, M. (2012) Teaching and learning in large tertiary Syrian classes: An investigation into students’ and tutors’ perspectives. Unpublished PhD thesis, Centre for Applied Linguistics, University of Warwick, UK.

    Google Scholar 

  • Block, C., & Pressley, M. (Eds.). (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.

    Google Scholar 

  • Block, C. C., & Pressley, M. (2007). Best practices in teaching comprehension. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (3rd ed., pp. 220–242). New York: Guildford Press.

    Google Scholar 

  • Bughio, F. A. (2012). Improving English language teaching in large classes at university level in Pakistan. Unpublished Doctoral thesis, University of Sussex, UK.

    Google Scholar 

  • Caulfield, J. (2010). Applying graduate student perceptions of task engagement to enhance learning conditions. International Journal for the Scholarship of Teaching and Learning, 4(1), 1–18.

    Article  Google Scholar 

  • Clark, M. C., Nguyen, H. T., Bray, C., & Levine, R. E. (2008). Team-based learning in an undergraduate nursing course. Journal of Nursing Education, 47(3), 111–117.

    Article  Google Scholar 

  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London: Routledge Falmer.

    Book  Google Scholar 

  • Coleman, H. (1989). How large are large classes? Lancaster-leeds language learning in large classes research project (Report no. 4). Available online: http://files.eric.ed.gov/fulltext/ED322759.pdf

  • Cooper, J. L., & Robinson, P. (2000). The argument for making large classes seem small. New Directions for Teaching and Learning, 81, 5–16.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

    Article  Google Scholar 

  • Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273–284.

    Article  Google Scholar 

  • Dornyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135.

    Article  Google Scholar 

  • Dornyei, Z. (2001). Motivation strategies in the language classroom. Cambridge: Cambridge University Press.

    Google Scholar 

  • Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., & Jackson, R. (2010). Student engagement in very large classes: The teachers’ perspective. Studies in Higher Education, 35(7), 761–775.

    Article  Google Scholar 

  • Felder, R. (1997). Beating the numbers game: Effective teaching in large classes. ASEE Annual Conference, Milwaukee.

    Google Scholar 

  • Finn, J. D., & Achilles, C. M. (1990). Answers and questions about class size: A statewide experiment. American Educational Research Journal, 27(3), 557–577.

    Article  Google Scholar 

  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.

    Google Scholar 

  • Guilloteaux, M. J., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. Tesol Quarterly, 42(1), 55–77.

    Article  Google Scholar 

  • Haddad, C. (2006). Practical tips for teaching large classes: A teacher’s guide. Bangkok: UNESCO.

    Google Scholar 

  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–191.

    Article  Google Scholar 

  • Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal, 51(2), 106–116.

    Article  Google Scholar 

  • Heaslip, G., Donovan, P., & Cullen, J. G. (2014). Student response systems and learner engagement in large classes. Active Learning in Higher Education, 15(1), 11–24.

    Article  Google Scholar 

  • Herrenkohl, L. R., & Guerra, M. R. (1998). Participant structures, scientific discourse, and student engagement in fourth grade. Cognition and Instruction, 16(4), 431–473.

    Article  Google Scholar 

  • Hess, N. (2001). Teaching large multi-level classes. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Kuchah, K. (2013). Context-appropriate ELT pedagogy: An investigation in Cameroonian primary schools. Unpublished PhD thesis, Centre for Applied Linguistics, University of Warwick, UK.

    Google Scholar 

  • MacGregor, J., Cooper, J. L., Smith, K. A., & Robinson, P. (Eds.). (2000). Editors’ notes: Strategies for energising large classes, special issue. New Directions for Teaching and Learning, 81, 1–4.

    Google Scholar 

  • Marshall, M. (2001). Discipline without stress punishment and rewards: How teachers and parents promote responsibility and learning. Los Alamitos, CA: Piper Press.

    Google Scholar 

  • Martinez-Torres, M. D. R., Toral, S. L., Barrero, F., & Gallardo, S. (2007). Improving learning performance in laboratory instruction by means of SMS messaging. Innovations in Education and Teaching International, 44(4), 409–422.

    Article  Google Scholar 

  • McGroarty, E., Parker, J., Heidemann, M., Lim, H., Olson, M., Long, T., Merrill, J., Riffell, S., Smith, J., Batzli, J., & Kirschtel, D. (2004). Supplementing introductory biology with on-line curriculum. Biochemistry and Molecular Biology Education, 32(1), 20–26.

    Article  Google Scholar 

  • McNiff, J., & Whitehead, J. (2012). All you need to know about action research (2nd ed.). Thousand Oaks: SAGE.

    Google Scholar 

  • Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Development Education, 25(3), 2–10.

    Google Scholar 

  • National Institute of Education. (1984). Involvement in learning: Realizing the potential of American higher education. Washington, DC: U.S. Department of Education.

    Google Scholar 

  • Ogle, D. (1986). K-W-L: A teaching method that develops active reading of expository text. The Reading Teacher, 39, 564–570.

    Article  Google Scholar 

  • Ogle, D., & Blachowicz, C. (2002). Beyond literature circles: Helping students comprehend informational texts. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 259–274). New York: Guilford Press.

    Google Scholar 

  • Palinscar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.

    Article  Google Scholar 

  • Poirier, C. R., & Feldman, R. S. (2007). Promoting active learning using individual response technology in large introductory psychology classes. Teaching of Psychology, 34(3), 194–196.

    Article  Google Scholar 

  • Pressley, M., & Fingeret, L. (2007). What we have learned since the National Reading Panel. In M. Pressley, A. Billman, K. Perry, K. Reffitt, & J. Reynolds (Eds.), Shaping literacy achievement (pp. 216–245). New York: Guilford Press.

    Google Scholar 

  • Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students? Metacognition and Learning, 7(1), 99–113.

    Article  Google Scholar 

  • Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes with limited resources. English Teaching Forum, 3, 12–17.

    Google Scholar 

  • Sarwar, Z. (2001). Adapting individualization techniques for large classes. In D. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader. London: Routledge.

    Google Scholar 

  • Scornavacca, E., Huff, S., & Marshall, S. (2007, February). Developing a SMS-based classroom interaction system. In Proceedings of the Conference on Mobile Learning Technologies and Applications (pp. 47–54).

    Google Scholar 

  • Shamim, F. (1993). Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan. Unpublished Doctoral thesis, School of Education, University of Leeds, UK.

    Google Scholar 

  • Shamim, F. (1996). In or out of the action zone: Location as a feature of interaction in large ESL classes in Pakistan. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 123–144). Cambridge: Cambridge University Press.

    Google Scholar 

  • Shamim, F., & Coleman, H. (In press). Large-sized classes. In J. I. Liontas (Eds.), The TESOL encyclopedia of English language teaching. Hoboken: Wiley and TESOL International.

    Google Scholar 

  • Shamim, F., & Kuchah, K. (2016). Teaching large classes in difficult circumstances. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 527–541). London: Routledge.

    Google Scholar 

  • Shamim, F., Negash, N., Chuku, C., & Demewoz, N. (2007). Maximising learning in large classes: Issues and options. Addis Abbaba: The British Council.

    Google Scholar 

  • Sitthiworachart, J., & Joy, M. (2008). Computer support of effective peer assessment in an undergraduate programming class. Journal of Computer Assisted Learning, 24(3), 217–231.

    Article  Google Scholar 

  • Smith, R. (Ed.). (2005). Teaching English as a foreign language, 1936–1961: Foundations of ELT (Vol. 6). Abingdon: Routledge.

    Google Scholar 

  • Solis, A. (2008). Teaching for cognitive engagement: Materializing the promise of sheltered instruction. Intercultural Development Research Association Newsletter, 35(4), 10–11.

    Google Scholar 

  • Svalberg, A. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3–4), 242–258.

    Article  Google Scholar 

  • Teixeira-Dias, J. J., Pedrosa de Jesus, H., Neri de Souza, F., & Watts, M. (2005). Teaching for quality learning in chemistry. International Journal of Science Education, 27(9), 1123–1137.

    Article  Google Scholar 

  • Trowler, V. (2010). Student engagement literature review. The Higher Education Academy, 11, 1–15.

    Google Scholar 

  • Watson-Todd, R. (2006). Why investigate large classes. KMUTT Journal of Language Education, 9. Special Issue: Large Classes, 1–12.

    Google Scholar 

  • West, M. (1960). Teaching English in difficult circumstances. London: Longmans, Green.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Karachi, Karachi, Pakistan

    Bushra Ahmed Khurram

Authors
  1. Bushra Ahmed Khurram
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Education, University of Bath, Bath, United Kingdom

    Kuchah Kuchah

  2. English Language Center, Taibah University, Madina, South Africa

    Fauzia Shamim

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Khurram, B.A. (2018). Promoting Learner Engagement in a Large University-Level ESL Class in Pakistan. In: Kuchah, K., Shamim, F. (eds) International Perspectives on Teaching English in Difficult Circumstances. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53104-9_4

Download citation

  • DOI: https://doi.org/10.1057/978-1-137-53104-9_4

  • Published:

  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-53103-2

  • Online ISBN: 978-1-137-53104-9

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation