CHALLENGES OF TEACHING MIXED-ABILITY EFL CLASSES: A STUDY OF TWO PRIVATE SCHOOLS
DOI:
https://doi.org/10.22460/project.v6i3.p591-604Abstract
English teaching and learning were first encouraged in Cambodia between 1970 and 1975. However, it then disappeared until 1989. During the last decade, English has become Cambodia's most prominent foreign language. The popularity and vital roles of English in Cambodia's political and economic development have then resulted in the establishment of many private English as a Foreign Language (EFL) schools across the nation. English teaching and learning at these private EFL schools have various challenges. Mixed-ability classes, one of the challenging issues, are still common in many of these EFL schools. As these private EFL schools have played important roles in English education in Cambodia, it is interesting to learn more about their teachers' challenges in instructing mixed-ability students and their teaching strategies for mixed-ability classes. The current study involves 20 male and 30 female teachers who were teaching at two private EFL schools in Phnom Penh, Cambodia. A survey questionnaire was used to collect data from them. The findings proved that these EFL teachers had many challenges dealing with mixed-ability classes, and appropriate and immediate actions from their school management team were required. Thus, effective classroom management and a variety of teaching methods were applied in mixed-ability classrooms. Besides, teachers' experience did not affect the strategies’ effectiveness. The present study also suggests that a future study be carried out with a large sample size at various locations. The use of various forms, including qualitative and mixed techniques, is also encouraged. It is also advised to consider how students view courses with diverse ability levels.
Keywords: Challenges; EFL Classes; Mixed-Ability Students; Private School; CambodiaÂ
References
Al-Shammakhi, F., & Al-Humaidi, S. (2015). Challenges facing EFL teachers in mixed-ability classes and strategies used to overcome them. World Journal of English Language, 5(3), 33-45. https://doi.org/10.5430/wjel.v5n3p33
Al-Subaiei, M. S. (2017). Challenges in Mixed Ability Classes and Strategies Utilized by ELI Teachers to Cope with Them. English Language Teaching, 10(6), 182-189.
Ansari, M. S. (2013). Coping with the problems of mixed ability classes: A study in the context of teaching English as SL/FL. International Journal of English: Literature, Language & Skills, 2(1), 110-118. https://www.ijells.com/wp-content/uploads/2013/04/April-2013-final.pdf#page=110
Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of undergraduate Sciences, 3(3), 147-155.
Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Routledge.
Bon, S., Sorn, T., Mon, M., Muon, M., & Mon, M. (2022). Classroom Activities and Student Motivation in Learning an English Subject: A Case Study at a Public Secondary School in Cambodia. ELE Reviews: English Language Education Reviews, 2(2), 96-113. https://doi.org/10.22515/elereviews.v2i2.5562
Brehm, W. C., & Silova, I. (2014). Hidden privatization of public education in Cambodia: Equity implications of private tutoring. Journal for educational research online, 6(1), 94-116.
Brown, D. F. (2004). Urban teachers’ professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39(3), 266-289. https://doi.org/10.1177/0042085904263258
Burney, V. H. (2008). Applications of social cognitive theory to gifted education. Roeper Review, 30(2), 130-139. https://doi.org/10.1080/02783190801955335
Butterworth, D. B. (2010). Placing gifted students at-risk in mixed-ability classrooms: A sequential mixed methods analysis. Walden University.
Chapman, C., & King, R. (2009). Differentiated instructional strategies for reading in the content areas. Corwin Press.
Cheng, H. N., Wu, W. M., Liao, C. C., & Chan, T. W. (2009). Equal opportunity tactic: Redesigning and applying competition games in classrooms. Computers & Education, 53(3), 866-876. https://doi.org/10.1016/j.compedu.2009.05.006
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
Darling-Hammond, L., & Sykes, G. (2003). Wanted, a national teacher supply policy for education: The right way to meet the" highly qualified teacher" challenge. Education policy analysis archives, 11, 33-33. https://doi.org/10.14507/epaa.v11n33.2003
Dawson, W. (2009). The tricks of the teacher: Shadow education and corruption in Cambodia. In S. P. Heyneman (Ed.), Buying your way into heaven: Education and corruption in international perspective (pp.51-74). Rotterdam: Sense. https://doi.org/10.1163/9789087907297_005
Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan, South Korea, and Cambodia. Asia pacific education review, 11, 14-24. https://link.springer.com/article/10.1007/s12564-009-9058-4#citeas
Em, S., Nun, N., & Phann, S. (2021). Qualities, personal characteristics, and responsibilities of qualified teachers in the 21st century. Cambodian Journal of Educational Research, 1(2), 49-63.
Em, S. (2022). Challenges of English language learning and teaching in Cambodia: A case study of Kith Meng Brasat High School. Cambodian Journal of Educational Research, 2(1), 62-80.
Em, S., Yun, M., Dorn, B., Sao, V., & Sin, P. (2022). Cambodian students’ motivation in the learning English language: A small-scale survey at a private high school in Phnom Penh. Journal of Research on English and Language Learning (J-REaLL), 3(2), 104-114. http://dx.doi.org/10.33474/j-reall.v3i2.16764
Freiberg, H. J. (1983). Consistency: The key to classroom management. British Journal of Teacher Education, 9(1), 1-15. https://doi.org/10.1080/0260747830090101
Gardner, H. (1993). Frames of mind: The theory of Multiple Intelligences. Fontana Press.
Goldblatt, H., Karnieli-Miller, O., & Neumann, M. (2011). Sharing qualitative research findings with participants: Study experiences of methodological and ethical dilemmas. Patient Education and Counseling, 82(3), 389-395. https://doi.org/10.1016/j.pec.2010.12.016
Gwozdz, K. G. (2020). Attitudes of further education ESOL teachers towards teaching mixed-ability ESOL classes in the UK. Language Issues: The ESOL Journal, 31(2), 76-100.
Khan, S., & Em, S. (2022). Private tutoring and traditional classes: A comparison of students’ learning achievements in chemistry. Cambodian Journal of Educational Research, 2(2), 63-79.
Hallam, S., & Ireson, J. (2001). Ability grouping in education. Sage.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Heng, K. (2017). Cambodian EFL university students’ learning strategies and motivation to improve their English language speaking skills: A qualitative study. Journal of Studies in the English Language, 12(2), 45-70.
Houn, T., & Em, S. (2022). Common factors affecting grade-12 students’ speaking fluency: A survey of Cambodian high school students. Jurnal As-Salam, 6(1), 11-24. https://doi.org/10.37249/assalam.v6i1.360
Keo, P., Yoeurn, S., Prom, M., Chin, P., & Em, S. (2022). Cambodian Buddhist monk students’ motivation in learning English: The case of Hun Neng Buddhist primary school, Kampong Cham town. Jurnal As-Salam, 6(2), 105-121. https://doi.org/10.37249/assalam.v6i2.405
Kotob, M. M., & Abadi, M. A. (2019). The influence of differentiated instruction on academic achievement of students in mixed ability classrooms. International Linguistics Research, 2(2), 8-28. https://doi.org/10.30560/ilr.v2n2p8
Loiacono, V., & Allen, B. (2008). Are special education teachers prepared to teach the increasing number of students diagnosed with autism?. International Journal of Special Education, 23(2), 120-127.
McDermott, K. B., & Zerr, C. L. (2019). Individual differences in learning efficiency. Current Directions in Psychological Science, 28(6), 607-613. https://doi.org/10.1177/0963721419869005
Meyer, E. J. (2008). Gendered harassment in secondary schools: Understanding teachers’(non) interventions. Gender and education, 20(6), 555-570. https://doi.org/10.1080/09540250802213115
Neau, V. (2003). The teaching of foreign languages in Cambodia: A historical perspective. Language Culture and Curriculum, 16(3), 253-268. https://doi.org/10.1080/07908310308666673
Nget, S., Pansri, O., & Poohongthong, C. (2020). The effect of task-based instruction in improving the English speaking skills of ninth-graders. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 208-224.
Nhor, R., Pang, S., & Em, S. (2022). Teachers' and learners' perceptions of formative assessment practice in enhancing learning in EFL courses. Jurnal As-Salam, 6(2), 181-201. https://doi.org/10.37249/assalam.v6i2.434
Northcote, R. (1996). Making mixed ability language classes really work: A report on the 1996 LTANT conference. Babel: Australia, 31(3), 20-23.
Nordlund, M. (2003). Differentiated instruction: Meeting the needs of all students in your classroom. R&L Education.
Pedersen, F., & Kronborg, L. (2014). Challenging secondary teachers to examine beliefs and pedagogy when teaching highly able students in mixed-ability health education classes. Australasian Journal of Gifted Education, 23(1), 15-27.
Phann, S., Em, S., & Tep, S. (2023). Cambodian Buddhist monks' motivation in learning English: Grade level analysis. PROJECT (Professional Journal of English Education), 6(1), 164-175. http://dx.doi.org/10.22460/project.v6i1.p164-175
Sieberer-Nagler, K. (2016). Effective classroom management & positive teaching. English Language Teaching, 9(1), 163-172.
Sor, S., Chorn, S., Dean, S., & Em, S. (2022). Cambodian high school students’ motivation toward learning English. PROJECT (Professional Journal of English Education), 5(6), 1258-1269. http://dx.doi.org/10.22460/project.v5i6.p1258-1269
Spada, N., & Lightbown, P. M. (2006). How languages are learned. Oxford University Press.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. ASCD.
Tyler, K. M. (2006). A descriptive study of teacher perceptions of self-efficacy and differentiated classroom behaviors in working with gifted learners in Title I heterogeneous classrooms. The College of William and Mary.
Valentic, D. (2005). ELT in multi-level classes. Hupe newsletter.
VanTassel-Baska, J. (2005). Gifted programs and services: What are the nonnegotiables?. Theory Into Practice, 44(2), 90-97. https://doi.org/10.1207/s15430421tip4402_3
Winebrenner, S. (2001). Teaching gifted kids in the regular classroom. Free Spirit.
Xiao, M. (2020). Student engagement: Chinese international student experiences in Canadian graduate schools. The University of Toronto.