Acceso usuarios
Ambato, Ecuador
English as a foreign language teachers must apply engaging pedagogical activities to keep EFL learners interested and participative while working with the goal of improving their communicative skills. Teachers’ pedagogical practices in large English classes correlate with the students ‘success or failure of developing English at a required level (Chuisaca, & Paucar 2010; Cabrera & Cabrera, 2005; Burbano, 2011; Monks, Schmidt, 2010; Locastro, 2001). Hence, the right methodologies, strategies and techniques are important at the time of planning curriculum and instruction for this kind of environment appropriately (Herrera, Murry, 2011; Richards, 2006; Byrnes, 1998). For instance, monitoring students might be more challenging as the classroom space limits the teacher from moving between seats, or knowing the students and their background experience due to their number.This review focused on the analysis of the informs published at the UNIVERSIDAD TECNICA DE AMBATO repository during the year 2013.This longitudinal bibliographical study determined the need of applying current methods, techniques and strategies for EFL processing in different settings. In fact, as it is concluded Ecuadorian teachers must be prepared for classroom distractions, noise, and technology shortages, lack of participation, or different proficiency levels resulting from crowded classrooms. Therefore, and to combat these issues, Ecuadorian teachers need to maintain effective pedagogical practices in their English classrooms in order to develop EFL communication effectively. This review aimed at suggesting the most appropriate theory-based pedagogical practices for teaching EF in large classrooms. It will include a description of the most appropriate theory-based pedagogical practices for teaching EFL in crowded groups in the Ecuadorian public system.
