ERIC Number: EJ1457898
Record Type: Journal
Publication Date: 2025-Feb
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0119-5646
EISSN: EISSN-2243-7908
Teacher Expectation Effects on English-as-a-Foreign-Language Achievement: Student Characteristics as Moderators
Asia-Pacific Education Researcher, v34 n1 p43-52 2025
This study investigated whether students' gender, prior achievement, and socioeconomic status (SES) moderated the magnitude of teacher expectation effects on students' English-as-a-foreign-language (EFL) achievement. A sample of 30 university teachers and 845 first-year undergraduate students from EFL classrooms participated in the study. Data on teacher expectations, student demographic features, and students' EFL scores in standardized tests before and at the end of the school year were collected and analysed via hierarchical regression analysis. The results showed that in EFL classrooms, 1) teacher expectations had significant effects on students' EFL achievement; 2) the magnitude of teacher expectation effects did not vary in line with student gender or prior achievement; 3) lower SES students were more susceptible to teacher expectation effects than higher SES students. Implications for teacher expectation theories and EFL education are also discussed.
Descriptors: Student Characteristics, Gender Differences, Academic Achievement, Socioeconomic Status, Teacher Expectations of Students, College Faculty, College Freshmen, English (Second Language), Second Language Learning, Standardized Tests, Scores, Teacher Influence
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A