Teachers perceptions of students attitudes in mixed ability EFL public primary school classes

1. Teachers' perceptions of students' attitudes in mixed ability EFL public primary school classes Xanthou Maria and Pavlou Pavlos University of Cyprus

2. Introduction 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 Introduction Richards (1998) affirms that �every class we ever teach is mixed ability� (p.1). Every learner has his own learning style and linguistic background knowledge. In EFL settings of public schools, a great number of students are considered as false beginners as they have already been exposed to English language for at least one year of private institutional instruction and some others may have English speaking parents while several students are true beginners having almost no structural and lexical knowledge of the foreign language (L2). The problem becomes more complicated as some children learn more easily while others progress very slowly. This paper explores the current mixed ability situation in EFL classrooms, focusing on the EFL teachers� perceptions of students� attitudes in mixed ability classes as these might be affected by possessing or not PKE. Both quantitative and qualitative methodology is employed. A Likert type questionnaire was administered to 114 EFL teacher, examining their experiences and views on students� attitudes in mixed ability EFL classes. Information was elicited on how children with and without prior knowledge of English (PKE) behave in the class. Results are compared with in-class observation data. The content of the textbook used in public schools is examined and compared to one of the textbooks used in many private EFL classes.Introduction Richards (1998) affirms that �every class we ever teach is mixed ability� (p.1). Every learner has his own learning style and linguistic background knowledge. In EFL settings of public schools, a great number of students are considered as false beginners as they have already been exposed to English language for at least one year of private institutional instruction and some others may have English speaking parents while several students are true beginners having almost no structural and lexical knowledge of the foreign language (L2). The problem becomes more complicated as some children learn more easily while others progress very slowly. This paper explores the current mixed ability situation in EFL classrooms, focusing on the EFL teachers� perceptions of students� attitudes in mixed ability classes as these might be affected by possessing or not PKE. Both quantitative and qualitative methodology is employed. A Likert type questionnaire was administered to 114 EFL teacher, examining their experiences and views on students� attitudes in mixed ability EFL classes. Information was elicited on how children with and without prior knowledge of English (PKE) behave in the class. Results are compared with in-class observation data. The content of the textbook used in public schools is examined and compared to one of the textbooks used in many private EFL classes.

3. EFL class culture Salli-�opur (2005): �EFL 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. EFL class culture The population of classrooms at schools is heterogeneous in linguistic and cultural respects. This phenomenon becomes more evident in foreign language learning environments. Salli-�opur (2005) affirms that �EFL language classes are mixed ability classes' (p.1). Learners do not share the same language background (Prodromou, 1995, p.7). Authentic or true beginners usually from lower class homes begin classes without early preparation and sociocultural resources that more advantaged children, called �false beginners� have. The last group of learners is exposed to English language for at least one year of private institutional instruction before joining level 1 of the EFL course in State schools.EFL class culture The population of classrooms at schools is heterogeneous in linguistic and cultural respects. This phenomenon becomes more evident in foreign language learning environments. Salli-�opur (2005) affirms that �EFL language classes are mixed ability classes' (p.1). Learners do not share the same language background (Prodromou, 1995, p.7). Authentic or true beginners usually from lower class homes begin classes without early preparation and sociocultural resources that more advantaged children, called �false beginners� have. The last group of learners is exposed to English language for at least one year of private institutional instruction before joining level 1 of the EFL course in State schools.

4. EFL class culture Differences 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 �lose interest in the class� while the latter quit (Prodromou, 1995, p.3) Textbooks may not accommodate the needs of a diverse class population. The differences in language experiences and learning ability cause problems in heterogeneous classes (Ur, 1996, p.304). As Salli-�opur (2005) indicates, the language teachers should be aware of the problems of mixed ability classes in order to identify the source of troubles in their class and to cure them (p.1). The major problem that is generated from this situation is that some learners are advanced and always participate in the classroom taking many turns while others show indifference and they may not speak for the entire lesson. The first group of children may even �lose interest in the class� while the latter quit, (Prodromou, 1995, p.3) feeling disappointed and therefore refusing to participate. Low level students do not understand what the teacher says, lacking the specific semantic and grammatical knowledge to answer the teacher�s questions. Furthermore, textbooks may not accommodate the needs of a diverse class population. Several textbooks are designed for a homogeneous classroom so a number of students may not find interest in the textbook as it is difficult for them while others find it extremely easy. It is the teacher�s duty to consider the appropriacy of teaching materials for the EFL mixed ability class (MAC). Disruption of discipline is another serious problem that could be created in the MAC. Fast finishers carry out their tasks before their classmates. In this context, weak learners either lose their confidence or disrupt discipline as they cannot respond as quickly as their counterparts. The differences in language experiences and learning ability cause problems in heterogeneous classes (Ur, 1996, p.304). As Salli-�opur (2005) indicates, the language teachers should be aware of the problems of mixed ability classes in order to identify the source of troubles in their class and to cure them (p.1). The major problem that is generated from this situation is that some learners are advanced and always participate in the classroom taking many turns while others show indifference and they may not speak for the entire lesson. The first group of children may even �lose interest in the class� while the latter quit, (Prodromou, 1995, p.3) feeling disappointed and therefore refusing to participate. Low level students do not understand what the teacher says, lacking the specific semantic and grammatical knowledge to answer the teacher�s questions. Furthermore, textbooks may not accommodate the needs of a diverse class population. Several textbooks are designed for a homogeneous classroom so a number of students may not find interest in the textbook as it is difficult for them while others find it extremely easy. It is the teacher�s duty to consider the appropriacy of teaching materials for the EFL mixed ability class (MAC). Disruption of discipline is another serious problem that could be created in the MAC. Fast finishers carry out their tasks before their classmates. In this context, weak learners either lose their confidence or disrupt discipline as they cannot respond as quickly as their counterparts.

5. Significant effect (p= .00) of private EFL classes on grammar score (Xanthou and Pavlou, 2006). A textbook (�Freddy 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. �There is/are�, �How many�?�, �some/any�, �Present Continuous� and �Present 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 �English for Communication 1� (Tziortzis et al, 1996). Previous research Xanthou & Pavlou (2006) administered grammar and vocabulary tests to level 1 pupils of public EFL classes, finding great linguistic diversity in the EFL public primary school classes. The one-way ANOVA revealed a significant effect (p= .00) of private EFL classes on grammar score. After having examined the book �Freddy and friends� (Mead & Atkins, 2003) that is used by many private institutions, it had been found that the grammar of level 1 primary school EFL course is all included in the private tuition book. The private tuition textbook includes structures which are taught at level 2 in public primary schools e.g. �There is/are�, �How many�?�, �some/any�, �Present Continuous� and �Present 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 �English for Communication 1� (Tziortzis et al, 1996). This inevitably led to the success of children with one year private tuition on the vocabulary test. Xanthou & Pavlou (2006) administered grammar and vocabulary tests to level 1 pupils of public EFL classes, finding great linguistic diversity in the EFL public primary school classes. The one-way ANOVA revealed a significant effect (p= .00) of private EFL classes on grammar score. After having examined the book �Freddy and friends� (Mead & Atkins, 2003) that is used by many private institutions, it had been found that the grammar of level 1 primary school EFL course is all included in the private tuition book. The private tuition textbook includes structures which are taught at level 2 in public primary schools e.g. �There is/are�, �How many�?�, �some/any�, �Present Continuous� and �Present 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 �English for Communication 1� (Tziortzis et al, 1996). This inevitably led to the success of children with one year private tuition on the vocabulary test.

6. Purpose Explore the mixed ability EFL classes issue: providing empirical data revealing the teachers� views and experiences of students� attitudes in MAC The purpose of the current study is to explore the mixed ability EFL classes issue by providing empirical data on the topic revealing the teachers� views and experiences in this area. The teachers� views on the topic are examined and compared with in-class observation data. The purpose of the current study is to explore the mixed ability EFL classes issue by providing empirical data on the topic revealing the teachers� views and experiences in this area. The teachers� views on the topic are examined and compared with in-class observation data.

7. Methodology Quantitative 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 Method Both quantitative and qualitative methodology is employed. A Likert type questionnaire was administered to 114 EFL teacher, examining their experiences and views on students� attitudes in mixed ability EFL classes. Information was elicited on how children with and without prior knowledge of English (PKE) behave in the class. Results are compared with in-class observation data to ensure triangulation of data. Mortimore in Cohen and Manion (2000: 239) also suggests the use of �triangular techniques if a more holistic view of educational outcomes is sought�. The content of the textbook used in public schools is examined and compared to one of the textbooks used in many private EFL classes.Method Both quantitative and qualitative methodology is employed. A Likert type questionnaire was administered to 114 EFL teacher, examining their experiences and views on students� attitudes in mixed ability EFL classes. Information was elicited on how children with and without prior knowledge of English (PKE) behave in the class. Results are compared with in-class observation data to ensure triangulation of data. Mortimore in Cohen and Manion (2000: 239) also suggests the use of �triangular techniques if a more holistic view of educational outcomes is sought�. The content of the textbook used in public schools is examined and compared to one of the textbooks used in many private EFL classes.

8. Hypothesis 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. Hypothesis Teachers� views were expected to confirm the findings of previous research, that students attending private classes prior to school EFL instruction at the age of nine years old perform significantly higher than true beginners, as well as provide more details about how this situation creates problems in the EFL class such as increasing the self confidence and participation of students with prior language knowledge while simultaneously decreasing the self confidence of students without language experiences. Hypothesis Teachers� views were expected to confirm the findings of previous research, that students attending private classes prior to school EFL instruction at the age of nine years old perform significantly higher than true beginners, as well as provide more details about how this situation creates problems in the EFL class such as increasing the self confidence and participation of students with prior language knowledge while simultaneously decreasing the self confidence of students without language experiences.

9. Apparatus 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). Apparatus A questionnaire was administered to one hundred and fourteen EFL State primary school teachers (Appendix). 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). The teachers selected for the pilot interviews represented different backgrounds. Information was collected from teachers at two large urban schools of two different towns of the island and two rural schools. In-class observation data were held twice a week for six 40 minute lessons lasting one month (October 2005). The particular class being observed was a level 1 class of an urban school, including 25 children of mixed abilities. Information on the attitudes of advanced and low ability students was gathered. A participant observation was carried out as the teacher who was teaching the lesson also took the notes. This type of data aims to explore the MAC issue in a more natural environment than that in which a survey is conducted (Bailey, 1975, p.75).Apparatus A questionnaire was administered to one hundred and fourteen EFL State primary school teachers (Appendix). 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). The teachers selected for the pilot interviews represented different backgrounds. Information was collected from teachers at two large urban schools of two different towns of the island and two rural schools. In-class observation data were held twice a week for six 40 minute lessons lasting one month (October 2005). The particular class being observed was a level 1 class of an urban school, including 25 children of mixed abilities. Information on the attitudes of advanced and low ability students was gathered. A participant observation was carried out as the teacher who was teaching the lesson also took the notes. This type of data aims to explore the MAC issue in a more natural environment than that in which a survey is conducted (Bailey, 1975, p.75).

10. Results Teachers� experiences of Mixed Ability EFL classes Results Teachers� experiences of Mixed Ability EFL classes Teachers were asked to assess the impact of students� linguistic level on their ability to get involved in the lesson. Figure 1 shows that most teachers (48.24%) find difficulties more often with true beginners than with false beginners most possibly because weak students do not understand instructions in L2. However, a great number of teachers (40.35%) seem to face problems quite often with false beginners too which disturb the lesson as they may not find interest in it. Class observation has shown that children with and without PKE may equally not participate if the teaching activity is not carefully designed to stimulate. Listening just to repeat which is an oral activity of the textbook, proved to be a meaningless activity, so both high and low ability students did not find it interesting. Results Teachers� experiences of Mixed Ability EFL classes Teachers were asked to assess the impact of students� linguistic level on their ability to get involved in the lesson. Figure 1 shows that most teachers (48.24%) find difficulties more often with true beginners than with false beginners most possibly because weak students do not understand instructions in L2. However, a great number of teachers (40.35%) seem to face problems quite often with false beginners too which disturb the lesson as they may not find interest in it. Class observation has shown that children with and without PKE may equally not participate if the teaching activity is not carefully designed to stimulate. Listening just to repeat which is an oral activity of the textbook, proved to be a meaningless activity, so both high and low ability students did not find it interesting.

11. Figure 2 illustrates teachers� views on whether students without PKE feel disadvantaged. The results show that although a great percentage of teachers (35.08%) support that low ability students feel disadvantaged, an even greater percentage of them believe that the teaching approach affects students� attitude (56.14%). It can be inferred that proper instructional procedures can affect positively the feelings of students with poor linguistic background. Children without PKE being observed during the EFL lessons felt happy when given the opportunity to provide one word answers which were accepted i.e. in oral guessing games and word games. Figure 2 illustrates teachers� views on whether students without PKE feel disadvantaged. The results show that although a great percentage of teachers (35.08%) support that low ability students feel disadvantaged, an even greater percentage of them believe that the teaching approach affects students� attitude (56.14%). It can be inferred that proper instructional procedures can affect positively the feelings of students with poor linguistic background. Children without PKE being observed during the EFL lessons felt happy when given the opportunity to provide one word answers which were accepted i.e. in oral guessing games and word games.

12. Teachers reported on how students without PKE behave in the class (Figure 3). Most teachers agree that the main problem of these children is their reluctance to speak (50.87% of the teachers note that this happens very often, while 16.66% say that this happens always). This has also been noted in observational data especially when the activity required a great amount of lexical and syntactic knowledge. Linguistically poor children may equally not pay attention in the lesson (47.36% of the teachers say this happens often and 21.05% very often) as it has also been observed in the class, or do other things (45.61% report that this happens often and 16.66% very often). This attitude could be attributed to their teachers� failure of engaging all students in the lesson. Time-pressure may not allow teachers use techniques which are more effective for all performance levels in the class such as cooperative work and task differentiation i.e. using technology. Teachers seem to resort to techniques that exclude children without PKE from being involved actively in the lesson. So, students of low proficiency level do not feel free to speak as they are scared of making mistakes if not knowing something.Teachers reported on how students without PKE behave in the class (Figure 3). Most teachers agree that the main problem of these children is their reluctance to speak (50.87% of the teachers note that this happens very often, while 16.66% say that this happens always). This has also been noted in observational data especially when the activity required a great amount of lexical and syntactic knowledge. Linguistically poor children may equally not pay attention in the lesson (47.36% of the teachers say this happens often and 21.05% very often) as it has also been observed in the class, or do other things (45.61% report that this happens often and 16.66% very often). This attitude could be attributed to their teachers� failure of engaging all students in the lesson. Time-pressure may not allow teachers use techniques which are more effective for all performance levels in the class such as cooperative work and task differentiation i.e. using technology. Teachers seem to resort to techniques that exclude children without PKE from being involved actively in the lesson. So, students of low proficiency level do not feel free to speak as they are scared of making mistakes if not knowing something.

13. Teachers reported the comments that weak students make in the class. These are shown in Figure 4. Children most commonly say that they do not take private lessons (15.78% always, 29.82% very often and 40.35% often) and that they do not understand what the teacher is saying or asks them to do (47.36% report that this happens often). This is also shown in observational data: When children had to work in pairs having to form and answer questions involving the target structure �Yes, s/he is, No, s/he isn�t- in order to deal with the textbook�s oral activity, students without PKE complained they did not understand instructions. Moreover, they may complain that they can�t speak or read (40.35% of the teachers claim that they do this often) and that they can�t write (37.71% report that children do this often and 31.57% very often � observational data confirmed this situation e.g. when students had to deal with a Workbook activity which asked them to form sentences about what things of those shown they have or haven�t got, low ability students complained they couldn�t write). These comments suggest that children without PKE create a negative image for themselves. They seem to believe that prior knowledge is the essential criterion for attending successfully the EFL class in the public school. Observational data illustrates how uncomfortable students without PKE feel when their peers report that they have already learned something in private EFL classes. When the teacher introduced the structure �Who�s he? Is s/he A? Yes, s/he is�, high ability students reported they had learned this in private EFL lessons while low ability students felt uncomfortable.Teachers reported the comments that weak students make in the class. These are shown in Figure 4. Children most commonly say that they do not take private lessons (15.78% always, 29.82% very often and 40.35% often) and that they do not understand what the teacher is saying or asks them to do (47.36% report that this happens often). This is also shown in observational data: When children had to work in pairs having to form and answer questions involving the target structure �Yes, s/he is, No, s/he isn�t- in order to deal with the textbook�s oral activity, students without PKE complained they did not understand instructions. Moreover, they may complain that they can�t speak or read (40.35% of the teachers claim that they do this often) and that they can�t write (37.71% report that children do this often and 31.57% very often � observational data confirmed this situation e.g. when students had to deal with a Workbook activity which asked them to form sentences about what things of those shown they have or haven�t got, low ability students complained they couldn�t write). These comments suggest that children without PKE create a negative image for themselves. They seem to believe that prior knowledge is the essential criterion for attending successfully the EFL class in the public school. Observational data illustrates how uncomfortable students without PKE feel when their peers report that they have already learned something in private EFL classes. When the teacher introduced the structure �Who�s he? Is s/he A? Yes, s/he is�, high ability students reported they had learned this in private EFL lessons while low ability students felt uncomfortable.

14. Figure 5 illustrates teachers� responses to the above students� comments. A great percentage of teachers assure learners they are going to teach them what they need to know (29.82% do this always, 35.96% do this very often and 31.57% do this often) rather than inform learners that the material is part of what is demanded from them (28.07% do this seldom, 34.21% do this often and 21.92% very often). Teachers seem to try to build a positive climate in the classroom by trying to convince children that the EFL course in the public schools is not based on prior knowledge so children can start from the beginning and if they attend carefully they will be successful. Moreover, teachers seem to take advantage of prior knowledge in providing scaffolding to low proficiency level students. So, they ask learners to work in pairs and provide explanations (40.35% very often), or assign differentiated work (26.31% very often). The last two types of responses were often used effectively at all six lessons being observed.Figure 5 illustrates teachers� responses to the above students� comments. A great percentage of teachers assure learners they are going to teach them what they need to know (29.82% do this always, 35.96% do this very often and 31.57% do this often) rather than inform learners that the material is part of what is demanded from them (28.07% do this seldom, 34.21% do this often and 21.92% very often). Teachers seem to try to build a positive climate in the classroom by trying to convince children that the EFL course in the public schools is not based on prior knowledge so children can start from the beginning and if they attend carefully they will be successful. Moreover, teachers seem to take advantage of prior knowledge in providing scaffolding to low proficiency level students. So, they ask learners to work in pairs and provide explanations (40.35% very often), or assign differentiated work (26.31% very often). The last two types of responses were often used effectively at all six lessons being observed.

15. Teachers were then called to describe the attitudes of linguistically advanced students towards their classmates and the lesson. The results are shown in Figure 6. As indicated, high ability students seem to exhibit great self-confidence. A great number of teachers (46.49%) reported that the particular behaviour is shown very often while 42% of the teachers said that advanced students always exhibit self-confidence. This finding is in line with the observation findings. For example, when students were asked to identify the persons in the big Wall picture after listening to a dialogue, low ability students did not attend: one child was talking about other things while another was drawing. In another case, when children had to respond to a listening activity by drawing things according to what they heard, low ability students could not follow the instructions, thereby feeling that they had inadequate knowledge. This indicates that prior knowledge can shape a student�s self esteem and this may be one more reason why many parents choose to send their children to private EFL classes prior the level 1-EFL course at public primary schools. Although advanced students seldom laugh at others (42.10%) or look down at the lesson (42.98%), they often feel bored (31.57%) indicating the absence of motivation in the teaching process and language content.Teachers were then called to describe the attitudes of linguistically advanced students towards their classmates and the lesson. The results are shown in Figure 6. As indicated, high ability students seem to exhibit great self-confidence. A great number of teachers (46.49%) reported that the particular behaviour is shown very often while 42% of the teachers said that advanced students always exhibit self-confidence. This finding is in line with the observation findings. For example, when students were asked to identify the persons in the big Wall picture after listening to a dialogue, low ability students did not attend: one child was talking about other things while another was drawing. In another case, when children had to respond to a listening activity by drawing things according to what they heard, low ability students could not follow the instructions, thereby feeling that they had inadequate knowledge. This indicates that prior knowledge can shape a student�s self esteem and this may be one more reason why many parents choose to send their children to private EFL classes prior the level 1-EFL course at public primary schools. Although advanced students seldom laugh at others (42.10%) or look down at the lesson (42.98%), they often feel bored (31.57%) indicating the absence of motivation in the teaching process and language content.

16. Teachers were invited to report how students with PKE could disturb the lesson. The results of this question are shown below in Figure 7. Teachers believe that the greater problem which might be created is that the advanced students may not allow others time to think and answer. A very large percentage of the teachers (75.43% agree while 7.01% totally agree) share this perception. This is illustrated in the observational data where children have to answer some comprehension questions. High ability students answer without being asked. Another area of concern is showing indifference either by not paying attention (41.22% agree while 6.14% totally agree � also lesson 6, activity1) or by dealing with exercises of following lessons (40.35% agree while 4.38% totally agree). The reactions of high ability students are most possibly caused by direct teaching styles addressing students with PKE excluding the rest of the class from participating. Alternatively, the teachers may address medium or low level students thereby causing boredom to high achievers.Teachers were invited to report how students with PKE could disturb the lesson. The results of this question are shown below in Figure 7. Teachers believe that the greater problem which might be created is that the advanced students may not allow others time to think and answer. A very large percentage of the teachers (75.43% agree while 7.01% totally agree) share this perception. This is illustrated in the observational data where children have to answer some comprehension questions. High ability students answer without being asked. Another area of concern is showing indifference either by not paying attention (41.22% agree while 6.14% totally agree � also lesson 6, activity1) or by dealing with exercises of following lessons (40.35% agree while 4.38% totally agree). The reactions of high ability students are most possibly caused by direct teaching styles addressing students with PKE excluding the rest of the class from participating. Alternatively, the teachers may address medium or low level students thereby causing boredom to high achievers.

17. Discussion- Implications 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 Implications � Discussion Results paint a gloomy picture of EFL classes. Several aspects of the results warrant emphasis. To begin with, findings from the questionnaire as well as observational data show that true beginners are not so easily involved in the lesson. They feel disadvantaged exhibiting reluctance to express themselves in most cases (92.11% of the teachers report this), avoiding class participation. Lack of prior knowledge obviously hurts their self-confidence. They usually comment that they do not take private lessons complaining often that they have problems in the four language skills. Similarly, 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. Teaching approaches need to address this group of learners too. 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 report things, their self-esteem could be raised but this may rarely be done when the teacher is in a hurry to teach 25 structures in the limited time of two forty minute periods a week. So, an increase in the teaching time of EFL could have positive effect on both students with and without PKE. The findings of this survey can be useful for future planning. The EFL course in public schools may need to start from an earlier age in order to start providing exposure to L2 students at the same age. Education authorities i.e. the Pedagogical Institute, need to increase the number of seminars related to EFL teaching in MAC in order to inform teachers about foreign language teaching methodology, as currently only one seminar that includes five meetings of three hours each is held every year and this is not compulsory . The number of EFL counselors needs to increase in order to provide more demonstration lessons to all school units of the island of Cyprus, as there are currently only four. This will allow all EFL teachers of each school to see how they can approach the MAC.Implications � Discussion Results paint a gloomy picture of EFL classes. Several aspects of the results warrant emphasis. To begin with, findings from the questionnaire as well as observational data show that true beginners are not so easily involved in the lesson. They feel disadvantaged exhibiting reluctance to express themselves in most cases (92.11% of the teachers report this), avoiding class participation. Lack of prior knowledge obviously hurts their self-confidence. They usually comment that they do not take private lessons complaining often that they have problems in the four language skills. Similarly, 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. Teaching approaches need to address this group of learners too. 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 report things, their self-esteem could be raised but this may rarely be done when the teacher is in a hurry to teach 25 structures in the limited time of two forty minute periods a week. So, an increase in the teaching time of EFL could have positive effect on both students with and without PKE. The findings of this survey can be useful for future planning. The EFL course in public schools may need to start from an earlier age in order to start providing exposure to L2 students at the same age. Education authorities i.e. the Pedagogical Institute, need to increase the number of seminars related to EFL teaching in MAC in order to inform teachers about foreign language teaching methodology, as currently only one seminar that includes five meetings of three hours each is held every year and this is not compulsory . The number of EFL counselors needs to increase in order to provide more demonstration lessons to all school units of the island of Cyprus, as there are currently only four. This will allow all EFL teachers of each school to see how they can approach the MAC.

18. Limitations- Directions in future research 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. Limitations- Directions in future research The small sample used in this study imposes limitations upon the interpretations. Space triangulation may prove vital in validating the findings of the current study. Undoubtedly, the issue of L2 learning in mixed ability classes is a fertile ground for further research. For example, more rigorous research is required on coping with MAC. The appropriacy of certain strategies needs to be examined. Hence, more qualitative data such as case studies in this context are desirable. Assessing pupils in mixed ability classes is another related issue that has not yet been considered. Clearly, a reliable instrument needs to be developed in order to measure performance in mixed ability settings. Limitations- Directions in future research The small sample used in this study imposes limitations upon the interpretations. Space triangulation may prove vital in validating the findings of the current study. Undoubtedly, the issue of L2 learning in mixed ability classes is a fertile ground for further research. For example, more rigorous research is required on coping with MAC. The appropriacy of certain strategies needs to be examined. Hence, more qualitative data such as case studies in this context are desirable. Assessing pupils in mixed ability classes is another related issue that has not yet been considered. Clearly, a reliable instrument needs to be developed in order to measure performance in mixed ability settings.

19. References Bailey, K. (1978). Methods of social research. London: Collier-Macmillan. Bell, J. (1999). Doing your research project. Buckingham Open University Press. Cohen, L. and Manion, L. (2000). Research methods in education. London: Routledge. Mead, A. & Atkins, B. (2003). Freddy and friends. Limassol: Burlington Books. Prodromou, L. (1995). Mixed ability classes. Hertfordshire: Phoenix ELT. Richards, S. (1998). ELT Spectrum. Oxford: Oxford University Press. Salli-Copur, D. (2005). Coping with the problems of mixed ability classes. The Internet TESL Journal Vol.XI (8). http://iteslj.org/Techniques/Salli-Copur-MixedAbility-html Tziortzis, A., Englezaki, A. and Ioannou, S. (1996) English for Communication 1, Ministry of Education and Culture of Cyprus: Nicosia. Ur, P. (1996). A course in language teaching: Theory and Practice. Great Britain: Cambridge University Press. Xanthou, M & Pavlou, P. (2007) Mixed ability classes in the EFL setting of primary schools in Cyprus. The impact of private tuition, school location and gender. Vol.1. Department of English Studies: University of Cyprus.

20. TEACHERS�QUESTIONNAIRE 1. At what level of competence do students start to affect negatively the flow of the lesson? 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����������

21. 2. Do students without prior knowledge of English feel disadvantaged? a) Yes b) No c) It depends on the teaching approach d) It depends on the student e) Other���������� 3. If students without prior knowledge of English feel disadvantaged, how do they express this? 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����������

22. 4. What comments do children without prior knowledge of English make? never seldom often very often always a) �I do not take private lessons� b) �I don�t understand English� c) �I can�t speak English� d) �I can�t read�  e) �I don�t know how to write this� f) Other���������� 5. How do you respond to such comments? 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��������..

23. 6. How do the children with prior knowledge of English (PKE) feel? 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. Can you think of some ways that pupils with PKE could disturb the lesson? 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����������