Academic Journal
Full Text from SpringerLink Stronger Teacher Expectation Effects on Foreign Language Learning: Student Perceptions of the Classroom Environment as Moderators
| Title: | Stronger Teacher Expectation Effects on Foreign Language Learning: Student Perceptions of the Classroom Environment as Moderators |
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| Language: | English |
| Authors: | Zheng Li (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2024 27(2):543-566. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, Educational Environment, Student Attitudes, Student Leadership, Teacher Expectations of Students, College Freshmen, English (Second Language), English Language Learners, Public Colleges, Foreign Countries, Linguistic Performance, Prior Learning, Teacher Student Relationship, Instructional Innovation, Educational Trends, Futures (of Society), Positive Behavior Supports |
| Geographic Terms: | China |
| DOI: | 10.1007/s11218-023-09849-0 |
| ISSN: | 1381-2890 1573-1928 |
| Abstract: | This study investigated whether teacher expectation effects on students' foreign language learning would be moderated by students' perceptions of the classroom environment. The participants were 28 teachers and 1030 first-year undergraduate students learning English as a foreign language from public universities in China. Data for teacher expectations of student future performance in the year-end standardised test, students' performance in the prior examination and year-end examination, and students' perceptions of the classroom environment (six factors) were collected. Structural equation modelling was run for data analysis. The results showed that, with students' prior achievement controlled, positive teacher-student relationships, innovative instruction, and clearly structured instruction strengthened the effects of teacher expectations on student year-end academic achievement but cooperative learning lessened the predictive power of teacher expectations. Further, peer relationships and learner autonomy did not significantly impact the magnitude of teacher expectation effects. The findings suggested a positive moderating role of teacher-led behaviours on teacher expectation effects but negative moderation effects of student-led behaviours in tertiary classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1417449 |
| Database: | ERIC |
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| ISSN: | 1381-2890 1573-1928 |
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| DOI: | 10.1007/s11218-023-09849-0 |
| Published in: | Social Psychology of Education: An International Journal |
| Language: | English |