Antecedents and Consequences of TESOL Student Expectations

Autor/inn/en	Bordia, Sarbari; Wales, Lynn; Gallois, Cindy; Pittam, Jeffery
Titel	Antecedents and Consequences of TESOL Student Expectations
Quelle	In: Australian Review of Applied Linguistics, 31 (2008) 2, S.15 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
DOI	10.2104/aral0815
Schlagwörter	Student Attitudes; Program Effectiveness; Foreign Countries; Social Values; English (Second Language); Second Language Instruction; Second Language Learning; Factor Analysis; Students; Expectation; Affective Measures; Educational Environment; Questionnaires; Interviews; Achievement Gap; Cultural Differences; Negative Attitudes; Outcomes of Education; Student Educational Objectives; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Sozialer Wert; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Faktorenanalyse; Student; Schüler; Schülerin; Studentin; Expectancy; Erwartung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Interviewing; Interviewtechnik; Kultureller Unterschied; Negative Fixierung; Lernleistung; Schulerfolg; Australien
Abstract	Affective variables can help understand differences in student performance. This paper presents student expectations as an affective variable that has so far received little research attention. Students have expectations from educational providers, the fulfilment of which can create a positive learning environment leading to better performance. This study investigates students' expectations from programs, the sources of these expectations and the outcomes of unmet expectations. A questionnaire was administered to learners of English as an additional language (n = 65) in Brisbane, Australia. Factor analyses were conducted, and the results indicated that expectations are affected by levels of competitiveness, the educational and cultural gap between the home country and Australia, future orientation, and social value in the homeland. Unmet expectations affect performance, emotions, learning behaviour and cause rebelliousness. Follow-up interviews of teachers (n = 10) at the same institutions were conducted to validate the results of the study. Students are likely to exhibit poorer performance and experience negative affective outcomes, thus hindering learning, if expectations are unmet. They may consider changing institutions and providing negative recommendations to prospective students. This research extends the understanding of affective variables in second language acquisition and has practical implications for educational providers. (Contains 5 tables.) (As Provided).
Anmerkungen	Monash University ePress. Building 4, Monash University, Wellington Road, Clayton 3800, Victoria, Australia. Fax: +61 3 9905 8450; e-mail: epress@lib.monash.edu.au; Website: http://publications.epress.monash.edu/loi/aral
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10