Applied linguists concur that there is low-level achievement in English language use among Nigerian secondary school students. One of the factors that exacerbates this is classroom features, of which large class size is obvious. This study investigated the impact of large classes on teaching methods in the enhancement of learning English as a second language (ESL) at senior secondary schools in Yobe State. To achieve this, Solomon four-group experimental design was used. 382 subjects were divided into four groups and taught ESL for thirteen weeks. All the subjects wrote the post-test. Data from the systematic observation and post-test were analyzed using chi-square and ANOVA. It was found that the learners in large classes (LLC) attained lower linguistic progress than learners in small classes (LSC). This study recommends that strategies that prioritize individualization, grouping, the use of language teaching aides, and the theorization of innovative models with respect to large classes should be considered.
Clifford Irikefe Gbeyonron (Sun,) studied this question.