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Vol. 3 No. 4 (2026): October

Copyright (c) 2026 Malang Jan Momand, Hedayatullah Bawar, Sardar Wali Israr, Imranullah Khanjar

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

https://doi.org/10.62810/jssh.v3i4.443
Malang Jan Momand
Laghman University, English Language and Literature Department, Laghman, Afghanistan
Hedayatullah Bawar
Laghman University, English Language and Literature Department, Laghman, Afghanistan
Sardar Wali Israr
Laghman University, English Language and Literature Department, Laghman, Afghanistan
Imranullah Khanjar
Laghman University, Pashto Language and Literature Department, Laghman, Afghanistan

Corresponding Author(s) : Malang Jan Momand

malangmomand@gmail.com

Journal of Social Sciences and Humanities, Vol. 3 No. 4 (2026): October

Abstract

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.

Keywords

Afghan EFL students Afghan EFL teachers EFL class size Engagement EFL learning quality
Momand, M. J., Bawar, H., Israr, S. W., & Khanjar, I. (2026). Assessing the Influence of Large Class Size on Learning Quality in EFL Classrooms: Laghman University. Journal of Social Sciences and Humanities, 3(4), 1026–1043. https://doi.org/10.62810/jssh.v3i4.443
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