Incidencia del tamaño del grupo estudiantil en la calidad del ambiente de aprendizaje del inglés como lengua extranjera de la sección secundaria en el colegio distrital ciudad Chengdú de Bogotá.

Abstract

The research analyzes the impact of student group size on the quality of the English as a Foreign Language learning environment in a public secondary school institution in Colombia, based on the need to understand how the number of students per classroom influences pedagogical dynamics, interaction, and learning experiences. The study was conducted using a qualitative approach with a phenomenological orientation, allowing the exploration of students’ and teachers’ perceptions and experiences regarding the phenomenon. For data collection, semi-structured interviews with students, interviews with English teachers, and the PhotoVoice technique were used, through which participants visually documented situations within the school environment related to their learning process. The collected information was analyzed through thematic analysis proposed by Braun and Clarke (2006), complemented by content analysis and data triangulation, which enabled the identification of recurring patterns and emerging categories. The findings reveal that group size directly affects the quality of the learning environment, as factors such as constant noise, overcrowded spaces, limited individual attention, and reduced opportunities for oral participation negatively influence the development of English communicative skills. Likewise, these conditions were found to impact students’ socio-emotional dimension, generating anxiety, insecurity, and fear of making mistakes, particularly during oral production activities. Despite these difficulties, the study also identified pedagogical strategies implemented by teachers, such as cooperative learning, group activities, technological resources, and participatory dynamics aimed at responding to the characteristics of large classes. However, these strategies are constrained by classroom structural factors and high student density, which limits their effectiveness. Similarly, collaborative peer work emerged as a significant support strategy, fostering interaction, participation, and the collective construction of knowledge. In conclusion, the research established that group size is not merely an administrative variable, but rather a factor that impacts pedagogical, social, and emotional dimensions of English language learning, conditioning participation, feedback, and the overall educational experience. In this sense, the study provides a comprehensive understanding of the phenomenon and highlights the need to strengthen pedagogical and institutional practices that promote more participatory, inclusive, and emotionally safe learning environments for foreign language teaching.