Antecedents and consequences of TESOL student expectations

Bordia, Sarbari, Wales, Lynn, Gallois, Cindy and Pittam, Jeffery (2008) Antecedents and consequences of TESOL student expectations. Australian Review of Applied Linguisics, 31 2: 15.1-15.18. doi:10.2104/aral0815


Author Bordia, Sarbari
Wales, Lynn
Gallois, Cindy
Pittam, Jeffery
Title Antecedents and consequences of TESOL student expectations
Journal name Australian Review of Applied Linguisics   Check publisher's open access policy
ISSN 0155-0640
Publication date 2008-11-01
Sub-type Article (original research)
DOI 10.2104/aral0815
Open Access Status
Volume 31
Issue 2
Start page 15.1
End page 15.18
Total pages 18
Place of publication Melbourne, Australia
Publisher Monash University ePress
Language eng
Subject C1
950201 Communication Across Languages and Culture
970120 Expanding Knowledge in Language, Communication and Culture
200401 Applied Linguistics and Educational Linguistics
200302 English Language
1302 Curriculum and Pedagogy
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.
Keyword Student expectations
Student performance
Affective variables
TESOL
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
School of Communication and Arts Publications
 
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Created: Tue, 14 Apr 2009, 19:19:06 EST by Vicky McNicol on behalf of Faculty of Arts