Grade 10 Students’ Lived Experiences of Learning English in Congested Classrooms

This study aimed to understand the experiences of grade 10 students in learning English in a congested classroom. This qualitative study utilized a phenomenological research design to gather the data, employing in-depth interviews (IDI) and focus group discussions (FGD). There were 14 participants in this study: 7 for IDI and 7 for FGD. This study is gleaned through Edward Lazear’s Economic Theory of Class Size, which states that how class size affects learning outcomes varies according to the behaviors of learners. Participants’ experiences revealed five themes, which include a distractive learning environment, having limited time, failure to enhance English macro skills, difficulty in accomplishing group tasks, and difficulty in classroom management. From their coping strategies, four themes emerged: motivating oneself, developing study habits, encouraging others to speak in English, and consulting English teachers and parents. Meanwhile, five major themes emerged from the insights of the participants, which emphasized that learning English in a congested classroom requires skilled teachers, asks for curriculum enhancement, calls for a limited classroom population, and needs a conducive learning environment. Results implied that English teachers’ competence in inculcating language learning to the learners who are victims of struggles in congested classrooms is important. Thus, equal and sufficient distribution of learning and attention is encouraged despite the challenges of time scarcity and classroom congestion. Also, it was recommended that future researchers explore the enhancement of English macro skills in a congested classroom and the advantages and disadvantages of block scheduling in secondary schools.