References
- Adeyemi, T. O. (2005). The influence of class size on the quality of output in secondary schools in Ekiti State, Nigeria. International Journal of Emotional Psychology and Sport Ethics, 7, 1-13.
- Ali, F., & Sofa, E. M. (2018). Students' perceptions of the implementation of blended learning in a large English class. Politics (Education, Literature, and Linguistics) Journal, 3(1), 15-28
- Arzt, J. (2011). Online courses and optimal class size: A complex formula. Online Submission
- Batool, Z., & Qureshi, R. H. (2007). Quality assurance manual for higher education in Pakistan. Higher Education Commission, Pakistan
- Blatchford, P. (2003). The class size debate: Is small better? McGraw-Hill Education (UK).
- Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
- Brown, D. (Ed.). (2002). Career choice and development. John Wiley & Sons.
- Brown, H. D. (2002). English Language Teaching in the
- Caruth, G. D. (2013). Andragogy in higher education: Identifying 2010 adult learners in baccalaureate degree-granting institutions. Texas A&M University-Commerce.
- Caruth, G. D. (2014). Meeting the needs of older students in higher education. Participatory Educational Research, 1(2), 21-35
- Chan, S. (2010). Applications of andragogy in multi- disciplined teaching and learning. Journal of Adult Education, 39(2), 25-35.
- Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education, 19(4), 406-418.
- Cho, H., Glewwe, P., & Whitler, M. (2012). Do reductions in class size raise students' test scores? Evidence from population variation in Minnesota's elementary schools. Economics of Education Review, 31(3), 77-95
- Cowley, S. J. (2009). Distributed language and dynamics. Pragmatics & Cognition, 17(3), 495- 508.
- Dilshad, M., & Iqbal, H. M. (2010). Quality Indicators in Teacher Education Programmes. Pakistan Journal of Social Sciences (PJSS), 30(2).
- Dimmock, C., & Walker, A. (2000). Globalization and societal culture: Redefining schooling and school leadership in the twenty-first century. Compare A Journal of Comparative and International Education, 30(3), 303-312.
- Dobbelsteen, S., Levin, J., & Oosterbeek, H. (2002). The causal effect of class size on scholastic achievement: distinguishing the pure class size effect from the effect of changes in class composition. Oxford Bulletin of Economics and Statistics, 64(1), 17-38.
- Feinstein, L., Sabates, R., Anderson, T. M., Sorhaindo, A., & Hammond, C. (2006, March). What are the effects of education on health. In Measuring the effects of education on health and civic engagement: Proceedings of the Copenhagen symposium (pp. 171-354). Paris: Organisation for Economic Co-operation and Development
- Gower, R., Phillips, D., & Walters, S. (2005). Teaching practice handbook. Macmillan Education.
- Harmer, J. (2007). The practice of English language teaching. London/New York, 401-405.
- Hoxby, C. M. (2000). The effects of class size on student achievement: New evidence from population variation. The Quarterly Journal of Economics, 115(4), 1239-1285.
- Jimakorn, P., & Singhasiri, W. (2006). Teachers' beliefs concerning large-class English teaching at the university level. Reflections, 9, 13-23
- Kiener, M. (2010). Examining college teaching: A coaching perspective. Rehabilitation Education, 24(1/2), 69-74.
- Kuo, M., Browning, M. H., & Penner, M. L. (2018). Do lessons in nature boost subsequent classroom engagement? Refueling students in flight. Frontiers in Psychology, 8, 2253.
- Li, W., & Konstantopoulos, S. (2016). Class size effects on fourth-grade mathematics achievement: Evidence from TIMSS 2011. Journal of Research on Educational Effectiveness, 9(4), 503- 530. https://doi.org/10.1080/19345747.201 5.1105893.
- Likewise, A. (2008). conducted a study to find out the influence of class size on the quality of output in Secondary schools in Ekiti State, Nigeria. The researcher concluded that class size is a critical factor in determining the quality of output from secondary schools; he found that in small classes, the students had better quality than in schools with large classes.
- Lin, C. H., Kwon, J. B., & Zhang, Y. (2019). Online self-paced high-school class size and student achievement. Educational Technology Research and Development, 67(2), 317-336
- Minter, R. L. (2011). The learning theory jungle. Journal of College Teaching & Learning, 8(6), 7-15.
- Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an English language textbook evaluation checklist. Contemporary Issues in Education Research (CIER), 4(6), 21-28.
- O'Sullivan, M. C. (2006). Teaching large classes: The international evidence and a discussion of some good practice in Ugandan primary schools. International Journal of Educational Development, 26(1), 24-37.
- O'Brien, G. I. (2007). The instructional features across three different approaches to oral English language development instruction (Doctoral dissertation, University of Southern California).
- Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. Journal of technology studies, 32(2), 66-71.
- Orellana, A. (2006). Class size and interaction in online courses. Quarterly Review of Distance Education, 7(3), 229-248.
- Rimm-Kaufman, S. E., Merritt, E. G., Lapan, C., DeCoster, J., Hunt, A., & Bowers, N. (2021). Can service-learning boost science achievement, civic engagement, and social skills? A randomized controlled trial of Connect Science. Journal of Applied Developmental Psychology, 74, 101236.
- Rodgers, T. S. (2001). Language Teaching Methodology. ERIC Issue Paper.
- Scrivener, J. (2005). Learning teaching (Vol. 2). Oxford: Macmillan.
- Sorensen, C. (2014). Classrooms without walls: A comparison of instructor performance in online courses differing in class size. Journal of Online Learning and Teaching/MERLOT, 10(4), 569- 576.
- Sorensen, C. (2015). An examination of the relationship between online class size and instructor performance. Journal of Educators Online, 12(1), 140-159.
- Taft, S. H., Perkowski, T., & Martin, C. (2011). A framework for evaluating class size in online education. The Quarterly Review of Distance Education, 12(3), 181.
- Thaher, M. (2005). The Effects of Large Classes on EFL Students at An- Najah National University. An-Najah University Journal of Research (H.Sc), 19(3), 1047-1094.
- Woodward, M. M., & Talbertâ€ÂJohnson, C. (2009). Reading intervention models: Challenges of classroom support and separated instruction. The Reading Teacher, 63(3), 190- 200.
- Yow, A. (2010). Employers' perceptions of basic technology skills needed for workplace preparation in adult basic education (Unpublished doctoral dissertation). Walden University School of Education, Minneapolis, MN
- Zhang, Y., Liu, H., & Lin, C. H. (2018). Research on Class Size in K-12 Online Learning. Handbook of Research on K-12 Online and Blended Learning (Second Edition). New York: Oxford University Press.
- Adeyemi, T. O. (2005). The influence of class size on the quality of output in secondary schools in Ekiti State, Nigeria. International Journal of Emotional Psychology and Sport Ethics, 7, 1-13.
- Ali, F., & Sofa, E. M. (2018). Students' perceptions of the implementation of blended learning in a large English class. Politics (Education, Literature, and Linguistics) Journal, 3(1), 15-28
- Arzt, J. (2011). Online courses and optimal class size: A complex formula. Online Submission
- Batool, Z., & Qureshi, R. H. (2007). Quality assurance manual for higher education in Pakistan. Higher Education Commission, Pakistan
- Blatchford, P. (2003). The class size debate: Is small better? McGraw-Hill Education (UK).
- Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
- Brown, D. (Ed.). (2002). Career choice and development. John Wiley & Sons.
- Brown, H. D. (2002). English Language Teaching in the
- Caruth, G. D. (2013). Andragogy in higher education: Identifying 2010 adult learners in baccalaureate degree-granting institutions. Texas A&M University-Commerce.
- Caruth, G. D. (2014). Meeting the needs of older students in higher education. Participatory Educational Research, 1(2), 21-35
- Chan, S. (2010). Applications of andragogy in multi- disciplined teaching and learning. Journal of Adult Education, 39(2), 25-35.
- Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education, 19(4), 406-418.
- Cho, H., Glewwe, P., & Whitler, M. (2012). Do reductions in class size raise students' test scores? Evidence from population variation in Minnesota's elementary schools. Economics of Education Review, 31(3), 77-95
- Cowley, S. J. (2009). Distributed language and dynamics. Pragmatics & Cognition, 17(3), 495- 508.
- Dilshad, M., & Iqbal, H. M. (2010). Quality Indicators in Teacher Education Programmes. Pakistan Journal of Social Sciences (PJSS), 30(2).
- Dimmock, C., & Walker, A. (2000). Globalization and societal culture: Redefining schooling and school leadership in the twenty-first century. Compare A Journal of Comparative and International Education, 30(3), 303-312.
- Dobbelsteen, S., Levin, J., & Oosterbeek, H. (2002). The causal effect of class size on scholastic achievement: distinguishing the pure class size effect from the effect of changes in class composition. Oxford Bulletin of Economics and Statistics, 64(1), 17-38.
- Feinstein, L., Sabates, R., Anderson, T. M., Sorhaindo, A., & Hammond, C. (2006, March). What are the effects of education on health. In Measuring the effects of education on health and civic engagement: Proceedings of the Copenhagen symposium (pp. 171-354). Paris: Organisation for Economic Co-operation and Development
- Gower, R., Phillips, D., & Walters, S. (2005). Teaching practice handbook. Macmillan Education.
- Harmer, J. (2007). The practice of English language teaching. London/New York, 401-405.
- Hoxby, C. M. (2000). The effects of class size on student achievement: New evidence from population variation. The Quarterly Journal of Economics, 115(4), 1239-1285.
- Jimakorn, P., & Singhasiri, W. (2006). Teachers' beliefs concerning large-class English teaching at the university level. Reflections, 9, 13-23
- Kiener, M. (2010). Examining college teaching: A coaching perspective. Rehabilitation Education, 24(1/2), 69-74.
- Kuo, M., Browning, M. H., & Penner, M. L. (2018). Do lessons in nature boost subsequent classroom engagement? Refueling students in flight. Frontiers in Psychology, 8, 2253.
- Li, W., & Konstantopoulos, S. (2016). Class size effects on fourth-grade mathematics achievement: Evidence from TIMSS 2011. Journal of Research on Educational Effectiveness, 9(4), 503- 530. https://doi.org/10.1080/19345747.201 5.1105893.
- Likewise, A. (2008). conducted a study to find out the influence of class size on the quality of output in Secondary schools in Ekiti State, Nigeria. The researcher concluded that class size is a critical factor in determining the quality of output from secondary schools; he found that in small classes, the students had better quality than in schools with large classes.
- Lin, C. H., Kwon, J. B., & Zhang, Y. (2019). Online self-paced high-school class size and student achievement. Educational Technology Research and Development, 67(2), 317-336
- Minter, R. L. (2011). The learning theory jungle. Journal of College Teaching & Learning, 8(6), 7-15.
- Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an English language textbook evaluation checklist. Contemporary Issues in Education Research (CIER), 4(6), 21-28.
- O'Sullivan, M. C. (2006). Teaching large classes: The international evidence and a discussion of some good practice in Ugandan primary schools. International Journal of Educational Development, 26(1), 24-37.
- O'Brien, G. I. (2007). The instructional features across three different approaches to oral English language development instruction (Doctoral dissertation, University of Southern California).
- Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. Journal of technology studies, 32(2), 66-71.
- Orellana, A. (2006). Class size and interaction in online courses. Quarterly Review of Distance Education, 7(3), 229-248.
- Rimm-Kaufman, S. E., Merritt, E. G., Lapan, C., DeCoster, J., Hunt, A., & Bowers, N. (2021). Can service-learning boost science achievement, civic engagement, and social skills? A randomized controlled trial of Connect Science. Journal of Applied Developmental Psychology, 74, 101236.
- Rodgers, T. S. (2001). Language Teaching Methodology. ERIC Issue Paper.
- Scrivener, J. (2005). Learning teaching (Vol. 2). Oxford: Macmillan.
- Sorensen, C. (2014). Classrooms without walls: A comparison of instructor performance in online courses differing in class size. Journal of Online Learning and Teaching/MERLOT, 10(4), 569- 576.
- Sorensen, C. (2015). An examination of the relationship between online class size and instructor performance. Journal of Educators Online, 12(1), 140-159.
- Taft, S. H., Perkowski, T., & Martin, C. (2011). A framework for evaluating class size in online education. The Quarterly Review of Distance Education, 12(3), 181.
- Thaher, M. (2005). The Effects of Large Classes on EFL Students at An- Najah National University. An-Najah University Journal of Research (H.Sc), 19(3), 1047-1094.
- Woodward, M. M., & Talbertâ€ÂJohnson, C. (2009). Reading intervention models: Challenges of classroom support and separated instruction. The Reading Teacher, 63(3), 190- 200.
- Yow, A. (2010). Employers' perceptions of basic technology skills needed for workplace preparation in adult basic education (Unpublished doctoral dissertation). Walden University School of Education, Minneapolis, MN
- Zhang, Y., Liu, H., & Lin, C. H. (2018). Research on Class Size in K-12 Online Learning. Handbook of Research on K-12 Online and Blended Learning (Second Edition). New York: Oxford University Press.
Cite this article
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APA : Khaliq, A., Iqbal, F., & Ahmad, R. (2021). The Effects of Massive Classes in the English Language Andragogy: A study at Cholistan University of Veterinary and Animal Sciences (CUVAS) Bahawalpur. Global Regional Review, VI(IV), 16-26. https://doi.org/10.31703/grr.2021(VI-IV).02
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CHICAGO : Khaliq, Abdul, Farzana Iqbal, and Rasheed Ahmad. 2021. "The Effects of Massive Classes in the English Language Andragogy: A study at Cholistan University of Veterinary and Animal Sciences (CUVAS) Bahawalpur." Global Regional Review, VI (IV): 16-26 doi: 10.31703/grr.2021(VI-IV).02
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HARVARD : KHALIQ, A., IQBAL, F. & AHMAD, R. 2021. The Effects of Massive Classes in the English Language Andragogy: A study at Cholistan University of Veterinary and Animal Sciences (CUVAS) Bahawalpur. Global Regional Review, VI, 16-26.
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MHRA : Khaliq, Abdul, Farzana Iqbal, and Rasheed Ahmad. 2021. "The Effects of Massive Classes in the English Language Andragogy: A study at Cholistan University of Veterinary and Animal Sciences (CUVAS) Bahawalpur." Global Regional Review, VI: 16-26
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MLA : Khaliq, Abdul, Farzana Iqbal, and Rasheed Ahmad. "The Effects of Massive Classes in the English Language Andragogy: A study at Cholistan University of Veterinary and Animal Sciences (CUVAS) Bahawalpur." Global Regional Review, VI.IV (2021): 16-26 Print.
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OXFORD : Khaliq, Abdul, Iqbal, Farzana, and Ahmad, Rasheed (2021), "The Effects of Massive Classes in the English Language Andragogy: A study at Cholistan University of Veterinary and Animal Sciences (CUVAS) Bahawalpur", Global Regional Review, VI (IV), 16-26
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TURABIAN : Khaliq, Abdul, Farzana Iqbal, and Rasheed Ahmad. "The Effects of Massive Classes in the English Language Andragogy: A study at Cholistan University of Veterinary and Animal Sciences (CUVAS) Bahawalpur." Global Regional Review VI, no. IV (2021): 16-26. https://doi.org/10.31703/grr.2021(VI-IV).02