Assessing the Influence of Large Class Size on Learning Quality in EFL Classrooms: Laghman University

This study investigated the impact of large class size on students' learning quality in EFL classrooms at Laghman University. It explored students' perceived challenges in overcrowded settings and identified instructional strategies to enhance learning outcomes. A quantitative research design was employed using a structured questionnaire distributed to n=152 out of N= 252 undergraduate students enrolled in the English language program. Pearson correlation analysis revealed a statistically significant relationship between large class size and learning quality, r(150) = .45, p < .001, though the unusually high coefficient suggests potential overlap in measurement constructs. Descriptive analyses indicated that students face considerable challenges in large classes, including elevated noise levels, frequent distractions, limited individual attention, communication difficulties, reduced speaking practice opportunities, and affective constraints. Together, these factors hinder learners' academic engagement, comprehension, and overall learning outcomes. Students also identified effective instructional strategies to improve learning quality, including structured lesson planning, continuous formative assessment, multimedia- and technology-supported instruction, peer feedback, and cooperative learning. The study concludes that large class sizes pose significant pedagogical and psychological challenges, and targeted instructional approaches can partially offset their negative effects on student learning. Despite growing global scholarly interest, a notable empirical gap remains regarding Afghan public universities and EFL classrooms specifically. Afghanistan's distinct contextual factors, limited infrastructure, instructor shortages, and severely overcrowded classrooms remain insufficiently addressed in the literature. This study seeks to fill that gap by examining the relationship between class size and learning quality, exploring student perceptions, and identifying effective classroom management strategies.