This paper is a study regarding teachers’ and students’ perspectives on the effectiveness of small classroom teaching (SCT) in Hong Kong English Secondary classrooms. This research aims to collect and analyse opinions and experiences of teachers and students from a local secondary Hong Kong school and develop insights into what can make SCT effective as a pedagogy in the smaller English classrooms. Recently, the research done on SCT has proved to weigh more advantages than disadvantages teaching in a larger class at the primary level (EDB, 2009). Very limited research has been carried out in Hong Kong secondary classrooms, therefore, this study serves to collect opinions and experiences on SCT to ascertain whether SCT can be a better learning and teaching environment for both teachers and students in English classrooms. Students' opinions and experiences are collected through questionnaires, while teachers' are collected through in-depth interviews. The questions are set to explore nuances in teachers’ and students’ perspectives towards SCT in English classrooms. The findings reflected highly positive views and experiences of SCT in English classrooms from both students and teachers. Smaller classroom helped develop students’ language skills and development towards the subject. More interaction, individualisation and higher grades were also reflected. Effective English SCT classrooms require more interactive, collaborative and fun tasks for the students to develop interest and language development for the subject making SCT an effective pedagogy. Nonetheless, students should take up the opportunity to use the resources and increased individualized attention to improve in the English language.
|Qualification||Bachelor of Education (Honours)|
|Publication status||Published - 2022|
- Honours Project (HP)
- Bachelor of Education (Honours) (English Language) (Five-year Full-time)
- Programme code: A5B059
- Course code: EDA4046