This document discusses the challenges faced by novice EFL teachers in large class settings. It presents findings from interviews and observations of two novice EFL teachers. The teachers found it difficult to cater to varying student proficiency levels and needs. However, reflecting on their experiences provided opportunities for professional growth. The teachers took on roles as thoughtful classroom managers, material developers, and peers to students. Both perceived a mismatch between theory and practice but gained student trust over time. Their school provided limited professional development support, highlighting a need for continuous learning. The study validated previous findings about challenges in large language classes and novice teachers defining their roles and developing professionally.

1. Irma Windy Astuti
English Language Education Department
Universitas Islam Indonesia
irma.windya@gmail.com

2. Problem Area
• Challenges faced by new/ novice teachers in
general
• One of the challenges faced novice EFL teachers:
Teaching a foreign language in large class setting
• Finding out: How EFL teachers give meanings to
it?
r & p

3. Inputs/ Methodology
• Two novice teachers / participants’ narrative
inquiry:
– EFL teachers in secondary schools
– Re-current interview segments (preliminary, semi-
structured and structured interviews)
– Classroom observations
*The vast array of data from different sources were analyzed
and confirmed to ensure its trustworthiness (Creswell, 2003
and Bogdan and Biklen, 2003)
-5

4. Outputs
FINDING #1
 Challenges in catering students’ various language
proficiency/ level, needs, interests & motivation
 Potentials for teachers’ self and professional
empowerment through reflections
FINDING #2
 Teachers’ roles :
a. Thoughtful classroom manager & learning
facilitator  Material developer (negotiating
content & mode of delivery)
b. Teachers as peer
Fr. T’s
nrrtv

5. Outputs
FINDING #3
Participants’ perceptions of Theory-Practice
Mismatch  Teacher’s maxim
FINDING #4
Participants’ perceptions of their status &
professional development:
a. Gaining trust and respects from the pupils
(The importance of being resilient)
b. Limited professional enhancement from the
school  Teachers’ readiness for continuous
professional improvement & development
Bst
prc.

6. Take Aways
Many of the aspects involved in teaching large EFL
classes as experienced & perceived by the novice teacher
participants have validated the results of some earlier
studies within similar topic:
– Problems and potentials of large language classes
– Identification of novice teachers’ special roles
– Initiative/ inventiveness for early professional
development