This study explored how small English classes facilitate foreign language learning, especially speaking skills. It is generally believed that smaller classes are more appropriate for teaching/learning speaking skills. This study investigated the effects of class size using a questionnaire with 76 college students majoring in English in Japan and classroom observation. The participants were divided into two groups: those who were learning English in small classes (about 10 students per class) and a large class (about 20 students per class). The questionnaire was developed for this study based on the Strategy Inventory for Language Learning (henceforth, SILL: Oxford, 1990). As a result of this study, significant differences were found between the two types of classes in cognitive strategy use. However, use of metacognitive strategies was low in both groups. The results suggested that small classes are not a panacea for teaching/learning speaking skills, but the judicious use of teaching/learner strategies in both settings is important.
松岡 et al. (Tue,) studied this question.