Challenges in Managing Large EFL Classes in Public Middle Schools in Bouira Teachers' Perspectives and Strategies.

Abstract

This study investigates the challenges of managing large EFL classes in public middle schools in Bouira and explores the strategies adopted by teachers to cope with these challenges. It also examines the impact of large class size on the implementation of the Competency-Based Approach (CBA). A mixed-methods design was employed, combining quantitative data from a questionnaire administered to 50 EFL teachers and qualitative data from semi-structured interviews with three middle school inspectors. The results reveal that large classes, often exceeding 35 to 40 students, represent a structural constraint that significantly affects classroom management, student participation, and assessment practices. Teachers reported major difficulties in maintaining discipline, managing mixed-ability learners, providing individual feedback, and assessing speaking skills. These challenges limit opportunities for interaction and reduce the effectiveness of communicative language teaching. In response, teachers adopt various coping strategies, including peer teaching, task simplification, and structured classroom organization. However, the use of ICT remains limited. The findings also indicate that large class size negatively affects the implementation of CBA, as its principles such as interaction, collaboration, and continuous assessment are difficult to apply in overcrowded classrooms. The study highlights a gap between pedagogical theory and classroom reality and emphasizes the need for both pedagogical adaptation and structural improvements.