Class Size Effects On The Efficacy Of CLT In Chinese Integrated College English

Based on pedagogical research of CLT in language acquisition and learning and academic studies on class size effect, this empirical study aims to investigate the possible class size effect on the efficacy of CLT in Chinese college English classes. The research gap is identified with comparatively conclusive literature review and detailed analysis to the general circumstances of present college English teaching practice. Empirical studies with two experimental classes are conducted to examine the ground hypothesis and reveal the possible class-size effect on the classroom interaction between teacher and students.The one-year experimental study is carefully designed and conducted with cluster sampled participants to measure the possible class-size effect on the efficacy of CLT in college English class. Much effort was exerted to control variables and to maximize as much as possible the validity and reliability of the study. One sampled t-test was applied to the analysis of the numerical grades of participants for the post-test after one year of experiment with the pedagogy of CLT. The statistical result proves that there is class size effect on the efficacy of the pedagogy, the small class performed better than the large class.Along with the experimental study, a qualitative study was simultaneously conducted to reveal further how the class size influences the classroom interaction between teacher and students. The coding system, adapted from the authoritative class observation and teaching recording system with considering the specific feature of the study, guarantees the reliability and conclusiveness of the data to be retrieved. Class observation and introspective methods were adopted to investigate the genuine situation of class room interaction from three different angles: the observer, students and the teacher, which are able to provide an exclusive description on how often the teacher interacted with students in both experimental classes. Statistical analysis of data retrieved from the class observation form reveals more frequency of interactive in-task behaviors of teacher in the small class than in the large one. And introspective questionnaires to students and teacher report participants' attitudes towards classroom interaction. Both questionnaire reports indicate more positive attitudes of participants in the small class towards classroom interaction.With the results both of the experimental and the qualitative studies, conclusion could be reached that in the experimental classes there is significant class size effect on the efficacy of CLT and on the classroom interaction between teacher and students. And this study is hopefully to cast new lights on the studies about CLT, Chinese college English teaching and learning, and class size effect.