ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
19
DEALING WITH MULTILEVEL ENGLISH TEACHING CLASSES:
APPROACHES, CHALLENGES, AND SOLUTIONS
Mukaddam Alikhanova
an English teacher of English Department,
Namangan State University, Uzbekistan
https://doi.org/10.5281/zenodo.14177398
ANNOTATION
In English as a Second Language (ESL) teaching contexts, teachers often
encounter multilevel classes where students possess varying degrees of
proficiency. This research article explores the challenges and strategies involved
in managing multilevel English classrooms, emphasizing the importance of
differentiated instruction, formative assessment, and technology integration.
Through a combination of literature review and practical teaching strategies,
this paper offers solutions for optimizing learning outcomes and ensuring
inclusivity in diverse language proficiency environments. The article provides
practical insights and case studies from real classroom settings to support ESL
educators in enhancing their teaching methodologies.
The phenomenon of multilevel classes is common in many ESL (English as
a Second Language) settings, especially in contexts where the student
population is large, diverse, or from different backgrounds. In multilevel classes,
students' language proficiency ranges significantly, presenting unique
challenges for instructors. These classes are composed of students at varying
stages of fluency in reading, writing, speaking, and listening, making traditional
teaching methods less effective. Teachers in these environments must tailor
their approaches to meet the needs of students at different proficiency levels
while maintaining a cohesive and inclusive classroom dynamic.
This article aims to explore the complexities of teaching multilevel English
classes and suggest actionable strategies for instructors to deal with these
challenges. It highlights the importance of differentiated instruction,
collaborative learning, and the use of technology to create an engaging, student-
centered learning environment. Additionally, it examines how formative
assessments can help instructors adapt their teaching and track individual
progress.
The most prominent challenge in multilevel classes is the wide variation in
language proficiency among students. According to Richards (2015), students in
multilevel classrooms often exhibit diverse learning needs, ranging from
beginners who are just acquiring basic vocabulary and grammar to advanced
students who require refinement in nuanced language use. Beginners may
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
20
struggle with understanding simple sentences and pronouns, while intermediate
learners often need help with complex sentence structures and vocabulary.
Advanced learners may require practice in academic or professional English but
can quickly disengage if the content is not challenging enough. Teachers must
address these varying needs while ensuring that no student is left behind. For
example, a lesson on subject-verb agreement could be approached differently
for beginner students (focusing on simple sentence structures) compared to
intermediate or advanced students (who might practice more complex sentence
forms or subtleties in formal written English). Managing a multilevel classroom
can also be time-consuming. Teachers often have limited time to address each
student's needs, especially when class time is split among students of varying
proficiency levels.
As noted by Harmer (2015), there is often a temptation for teachers to
focus on the middle group (those at the average proficiency level), leaving the
more advanced or lower-level learners without the necessary attention. This can
lead to disengagement and stagnation in learning for students at both extremes
of the proficiency spectrum. Another challenge is student motivation. Lower-
level students may feel frustrated by their inability to keep up with more
advanced peers, while advanced students may become bored with tasks that are
too simple. The classroom atmosphere is critical to student engagement, and
instructors must create a space that fosters cooperation rather than
competition. Teaching in a way that allows all students to feel successful at their
level is key to maintaining high motivation across the proficiency spectrum. One
of the most effective strategies for handling multilevel classes is differentiated
instruction. This teaching approach involves tailoring lessons to meet the
diverse needs of students. According to Tomlinson (2001), differentiated
instruction means providing students with different paths to reach the same
learning goal, depending on their readiness, interests, and learning profile
For vocabulary building, beginner students might use flashcards or picture
dictionaries, while intermediate learners might create sentences using the new
words, and advanced students could use the words in context within an essay or
short story. Grammar exercises can be tailored by providing simpler, fill-in-the-
blank activities for beginners and more complex sentence correction tasks for
advanced learners. In multilevel classes, collaborative learning is a powerful
tool. By grouping students of different levels together, teachers create
opportunities for peer learning. Research by Slavin (1995) suggests that mixed-
ability groups can encourage students to help each other, benefiting both the
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
21
higher and lower proficiency learners. More proficient students reinforce their
knowledge by explaining concepts, while less proficient students gain
confidence through interaction and peer support.
Pair work can involve
more proficient students supporting beginners in understanding vocabulary or
reading texts. Group projects could encourage students to collaborate on
research or present information together, ensuring that each group member
contributes according to their skill level. Technology integration can play a
significant role in managing multilevel classes. Digital tools and apps allow
teachers to provide individualized learning experiences. According to Bax
(2011), technology can cater to the needs of diverse learners by offering a range
of activities that appeal to different learning styles. Language learning apps (e.g.,
Duolingo, Babbel) offer a range of activities tailored to various proficiency levels.
Online quizzes and interactive grammar exercises (e.g., Kahoot, Quizlet) allow
students to practice at their own pace. Video resources (e.g., YouTube or
educational platforms like TED-Ed) can help expose students to different
accents, vocabularies, and cultural contexts, improving listening and speaking
skills. By using technology in this way, teachers can offer a more personalized
approach to learning that supports students at different proficiency levels.
Formative assessment is an essential part of dealing with multilevel classes. It
involves ongoing, low-stakes evaluations that provide teachers with real-time
insights into student progress. Formative assessments allow teachers to adapt
lessons to suit the needs of their students, as opposed to relying solely on
summative assessments (which occur at the end of a unit or course). Exit tickets
where students write down one thing they learned and one question they still
have. Peer assessments, where students provide feedback on each other’s work,
allowing for both peer learning and individualized reflection. Continuous
feedback helps to pinpoint areas where individual students may be struggling,
and teachers can adjust their teaching accordingly.
A case study from a language school in South Korea illustrates the
successful implementation of differentiated instruction and collaborative
learning in a multilevel class. In this case, students were divided into pairs
according to their proficiency levels (beginner and intermediate). The teacher
used scaffolded activities that required students to first practice individually and
then collaborate in pairs or small groups. For example, beginner students
worked on matching vocabulary with pictures, while intermediate students
created simple sentences with the new words. Afterward, the pairs worked
together to create a short dialogue, practicing both vocabulary and basic
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
22
conversational structures. The class also made use of language learning apps to
reinforce vocabulary outside of class time. Results showed that beginner
students increased their vocabulary retention through peer interaction, and
intermediate students improved their ability to use new words in context. The
mixed-ability setting fostered a sense of community and collaboration,
enhancing motivation across proficiency levels.
Dealing with multilevel English teaching classes is undoubtedly challenging, but
with effective strategies in place, these challenges can be transformed into
opportunities for deeper learning and engagement. Differentiated instruction,
collaborative learning, technology integration, and formative assessment are key
strategies for successfully managing multilevel classrooms. These methods help
ensure that students at varying proficiency levels are not only included but are
actively engaged in the learning process. By adopting these approaches, ESL
teachers can create a supportive, inclusive, and dynamic environment where all
students, regardless of their language proficiency, can thrive.
References:
1.
Bax, S. (2011). Language learning and technology: A critical perspective.
Cambridge University Press.
2.
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.).
Pearson Education.
3.
Richards, J. C. (2015). Key Issues in Language Teaching. Cambridge
University Press.
4.
Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice.
Allyn & Bacon.
5.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability
Classrooms. ASCD.
