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 We teach Mixed Ability Classes (Richards,
1998)
 EFL in public schools: false beginners
(already been exposed to English, English
speaking parents etc) and true beginners
(no structural and lexical knowledge of
the L2).
 The paper explores the current mixed
ability situation in EFL classrooms
 
 
 üalli-Çopur (2005): µEFL language classes
are mixed ability classes'. Learners do not
share the same language background,
(Prodromou, 1995, p.7).
 True beginners begin classes without early
preparation
 False beginners are exposed to English
language for at least one year of private
institutional instruction before joining level 1
of the EFL course in State schools.
 
 
 ^ifferences in language experiences
and learning ability cause problems in
heterogeneous classes (Ur, 1996)
 Some learners always participate
while others may not speak for the
entire lesson. The first group of
children may even µlose interest in the
class¶ while the latter quit
(Prodromou, 1995, p.3)
 Textbooks may not accommodate the
needs of a diverse class population.
 ë 


 Significant effect (p= .00) of private EFL classes on
grammar score (Xanthou and Pavlou, 2006).
 A textbook (µFreddy and friends¶, 2003 by Mead &
Atkins) used by many private institutions includes all
grammar of level 1 public primary school EFL course
as well as structures which are taught at level 2 e.g.
µThere is/are¶, µHow many«?¶, µsome/any¶, µPresent
Continuous¶ and µPresent Simple tense¶.
 Analysis of the sixty four vocabulary tests which
were administered in three EFL level 1 classes of an
urban school showed a significant effect of private
institutional instruction on vocabulary scores
(Sig= .00). A close examination of the private
tuition textbook (stage: 1) showed that it involved
all word categories that are included in the book
µEnglish for Communication 1¶ (Tziortzis et al, 1996).
 ë


 Explore the mixed ability EFL

classes issue: providing empirical
data revealing the teachers¶ views
and experiences of students¶
attitudes in MAC
 ˜


 ]uantitative and qualitative

methodology (questionnaire, in-
class observation data, textbook
was examined)
 A Likert type questionnaire was
administered to 114 EFL teachers
 In-class observation data
 º  


 Teachers¶ views were expected to

confirm that PKE creates problems
in the EFL class such as increasing
the self confidence and participation
of students with PKE while
simultaneously decreasing the self
confidence of students without
language experiences.
 



 A questionnaire was administered to 114 EFL

State primary school teachers. The items of
the questionnaire were based on the findings of
a pilot study in the form of semi-structured
interviews (Bell, 1999, p.132).
 In-class observation data were held twice a
week for six 40 minute lessons lasting one
month (October 2005).
Level 1 class of an urban school: 25 children of
mixed abilities.
This type of data aims to explore the MAC issue
in a natural environment (Bailey, 1975, p.75).
   
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Figure 1: Teachers¶ assessment of learners¶ linguistic level

in relation to negative influence on the lesson.
 |
 

     

   


 

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Figure 2: Teachers¶ views on whether students without PKE

feel disadvantaged
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3: Teachers¶ evaluation of how low level students express

their feelings
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Figure 4:Teachers¶ evaluation of low level students¶ comments

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Figure 5: Teachers¶ responses to students¶ comments

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Figure 6: Attitudes of advanced students

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Figure 7: Teachers¶ perceptions on how students with PKE

could disturb the lesson
 ^

 



 True beginners are not so easily involved in the lesson - feeling
disadvantaged exhibiting reluctance to talk (92.11%), avoiding class
participation.
 They usually comment that they do not take private lessons
complaining often that they have problems in the four language skills.
 False beginners with prior knowledge of English may often (40.35%)
or very often (18.42%) have a negative influence on the lesson as
they may not find interest in the lesson.
 Prior knowledge seems to affect students¶ self-esteem. Advanced
students are usually self-confidenced and 82.44% of the teachers
believe that these students do not let others think. When low-
proficiency level students are given opportunities to talk, their self-
esteem could be raised but this may rarely be done when the teacher
is in a hurry to teach 25 structures a year in the limited time of two
forty minute periods a week.

 Future planning.
 The EFL course in public schools may need to start from an earlier age
 Education authorities need to increase the number of seminars
 The number of EFL counselors needs to increase




 ^
 

   
 


 Small sample
 Space triangulation
 More research is required in coping with
MAC. The appropriacy of certain
strategies needs to be examined.
 Case studies in this context are desirable.
 Assessing pupils in mixed ability classes
 A reliable instrument needs to be
developed measuring performance in MAC.
    

 ailey, K. (1978). Methods of social research. London: Collier-

Macmillan.
 ell, J. (1999). ^oing your research project. Buckingham Open
University Press.
 
en, L. and Mani n, L. (2000). Research methods in education.
London: Routledge.
 Mead, A. & Atkins, . (2003). Freddy and friends. Limassol:
Burlington Books.
 ër dr  u, L. (1995). Mixed ability classes. Hertfordshire: Phoenix
ELT.
 ic
ards, S. (1998). ELT Spectrum. Oxford: Oxford University Press.
 Salli- pur, D. (2005). Coping with the problems of mixed ability
classes. |


| 
 ol.XI (8).
http://iteslj.org/Techniques/Salli-Copur-MixedAbility-html
 | i rt is, A., Engle aki, A. and I ann u, S. (1996) English for
Communication 1ÑMinistry of Education and Culture of Cyprus: Nicosia.
 rr, ë. (1996). A course in language teaching: Theory and Practice.
Great Britain: Cambridge University Press.
 jant
u, M & ëavl u, ë. (2007) Mixed ability classes in the EFL
setting of primary schools in Cyprus. The impact of private tuition,
school location and gender. ol.1. ^epartment of English Studies:
University of Cyprus.
|º|

1. At w
at level  c petence d students start t

aect negatively t
e l w  t
e less n?
a) True beginners e.g. having difficulties in
understanding instructions in the target language

never seldom often very often always

b) False beginners when they do not find interest in

what the teacher says

c) Other««««««««««
2. D students wit
ut pri r kn wledge  Englis
eel
disadvantaged?

a) Yes
b) No

c) It depends on the teaching approach

d) It depends on the student

e) Other««««««««««

3. I students wit
ut pri r kn wledge  Englis
eel

disadvantaged, h w d t
ey express t
is?
never seldom often very often always
a) They do not pay attention

b) They do other things

c) They are afraid to speak

d) Other««««««««««
Ô. W
at c ents d c
ildren wit
ut pri r kn wledge  Englis
ake?

never seldom often very often always

a) µI do not take private lessons¶

b) µI don¶t understand English¶

c) µI can¶t speak English¶

d) µI can¶t read¶

e) µI don¶t know how to write this¶

f) Other««««««««««

5. H w d y u resp nd t suc
c ents?

never seldom often very often always
a) Assure the learners that they are
going to be taught what is required
from them

b) Inform learners that the material

being taught is part of what is
demanded from them
c) Ask children to work in pairs or
groups to offer and get help

d) Provide differentiated work

e) Other««««««««..
6. H w d t
e c
ildren wit
pri r kn wledge  Englis
(ëKE) eel?
never seldom often very often always

a) Self-confident

b) Laughing at and looking down on

students who make mistakes

c) They feel bored

d) They look down on the lesson

7. an y u t
ink  s e ways t
at pupils wit
ëKE c uld disturb t
e
less n?
totally disagree no opinion agree totally
disagree
agree
a) They answer without being asked

b) They don¶t let others think

c) They deal with exercises of the
following lessons

d) They insist on wrong answers

e) They do not pay attention

f) Other««««««««««