Date of Award

Spring 5-2018

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Matthew A. Vetter

Second Advisor

Gloria Park

Third Advisor

Curtis J. Porter

Abstract

The current qualitative study attempts to explore the challenges of teaching English in large multilevel, under-resourced classes at Afghan Public University (pseudonym) from the perspective of four Afghan ELT (English Language Teaching) instructors as well as their strategies in counteracting the perceived challenges. This study was conducted based on Kumaravadevilu’s (2001) postmethod pedagogy—parameters of particularity, practicality, and possibility. The data collected through interviews with four ELT instructors of Afghan Public University was analyzed and coded thematically. The findings indicate that the ELT instructors struggle with challenges in different areas in their large multilevel classes. For instance, classroom management, providing feedback, balancing teaching materials, availability of resources, and reaching each individual’s needs and wants were among the most challenging areas discussed by the study’s participants. Furthermore, the findings of this study show that teachers’ self-developed teaching materials, integration of technologies, conducting initial assessments of students’ needs and wants, peer-feedback, and teaching experience can maximize teaching effectiveness in large multilevel classroom settings.

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