Teacher’s Perceptions on Large-Sized Class effect: the case of Koya selected Elementary Schools

Abstract The influence of class size on English instruction in private and public elementary schools has long been a matter of debate among researchers. However, researchers have reconsidered the case once again, so it's currently under investigation. As a result of reviewing the existing literature in this area and gaining insights from open-ended analysis of teachers' perceptions, the goal of this current study exhibits two folds:(1) to comprehend the difficulties that teachers face in large classes, as well as the teaching and learning outcomes, and (2) to determine the optimal class size for elementary schools in Kurdistan. To achieve the study's goal, 35 Kurdish English teachers from 11 public schools and one private school were interviewed about their experiences teaching in large classes. The study reveals that class size has a significant impact on student progress and teaching large classes is challenging, and teachers struggle with improving language acquisition standards. It is quite challenging for them to set rules and expectations and to accommodate all of the demands of the pupils. Keywords: large class size affect, elementary schools, Teaching and learning, challenges, teachers’ perceptions.