This paper reports an attempt to explore the question whether it is class size which makes a difference in the language learning oppor tunities made available to learners. Classroom interaction data from traditional and activity-based English classes of different sizes is compared in terms of the opportunities made available to learners to interact meaningfully. It is found that in these classes, it is the nature of the teaching-learning activities and the teacher's role and attitude which influences the nature of learner participation and the patterns of interaction rather than class size per se. The study highlights the need to carry out detailed investigations of interaction in different types of large classes.
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