Qualitative research
Mostafa Goodarzi; Mansoor Ganji; Nahid Yarahmadzehi; Mehdi Safaie-Qalati
Abstract
Multilevel EFL classes are increasingly common in EFL context and Iranian university settings. This study aims to identify and categorize the benefits, challenges, and possible solutions related to multilevel EFL classrooms through a systematic review of the existing literature. Following PRISMA (Preferred ...
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Multilevel EFL classes are increasingly common in EFL context and Iranian university settings. This study aims to identify and categorize the benefits, challenges, and possible solutions related to multilevel EFL classrooms through a systematic review of the existing literature. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, which offer structured steps for systematically identifying and selecting articles through employing strict inclusion and exclusion criteria, the researchers collected 141 articles from Google Scholar, Academia, Web of Science, and ResearchGate databases. After they were screened in three stages, 80 articles were left for the final content analysis. A thematic content analysis with manual open coding was applied to both conceptual and empirical studies, mainly authored by EFL experts and practitioners, to identify the recurrent themes across the literature. The analysis resulted in three categorized lists including benefits such as active learning environment and classroom community, professional growth for teachers; challenges including classroom management difficulties and unequal participation, diversity and meeting needs; and solutions like differentiated instruction and active learning strategies. The findings aim to help teachers maximize the benefits, anticipate and manage the challenges, and apply targeted strategies to foster more effective and inclusive learning environments.
