Next Article in Journal
Co-Design of a 3D Virtual Campus for Synchronous Distance Teaching Based on Student Satisfaction: Experience at the University of Almería (Spain)
Next Article in Special Issue
Artificial Intelligence in Higher Education: A Bibliometric Study on its Impact in the Scientific Literature
Previous Article in Journal
Does High-Quality Preschool Benefit Children? What the Research Shows
Previous Article in Special Issue
Algorithm-Aided Design with Python: Analysis of Technological Competence of Subjects
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2019, 9(1), 20; https://doi.org/10.3390/educsci9010020

The Influence of Teacher Expectancy Improvement Strategies on Student Attitude and Achievement in English Courses (An Action Research Sample)

1
Independent Researcher, Sakarya 54050, Turkey
2
Faculty of Education, Department of Education Sciences, Düzce University, Düzce 81620, Turkey
*
Author to whom correspondence should be addressed.
This study was produced as Selnur Toksoy’s Master’s thesis which was carried out under the consultancy of Filiz Evran Acar.
Received: 16 November 2018 / Revised: 11 January 2019 / Accepted: 13 January 2019 / Published: 22 January 2019
Full-Text   |   PDF [683 KB, uploaded 22 January 2019]   |  

Abstract

The aim of this study is to investigate the influence of teacher expectancy improvement strategies on student achievements and attitudes in English courses. We investigated the existing situation, and have presented a method that can provide the educational processes necessary to bring about the required changes. For this reason, the emancipatory/improving/critical action research model was used. The study was carried out on a sample group consisting of 87 students, 43 sixth graders, and 44 eighth graders, attending a school located in Düzce’s city center during the 2015–2016 academic year. In order to collect the data, the “Teacher Expectancy Scale” that was developed by the researchers, as well as the “Attitude Scale towards English Course”, and a further seven tests, which were prepared by the Turkish Ministry of National Education (MoNE), were used. The study was conducted for a total of 48 hours over 12 weeks, for four hours per week. As a result of the study, it was revealed that teacher expectations influenced the attitudes of the students towards the English lesson in a positive way, and increased their academic achievements. View Full-Text
Keywords: foreign language teaching; teacher expectation; expectancy strategies; attitude; academic achievement foreign language teaching; teacher expectation; expectancy strategies; attitude; academic achievement
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Toksoy, S.; Evran Acar, F. The Influence of Teacher Expectancy Improvement Strategies on Student Attitude and Achievement in English Courses (An Action Research Sample). Educ. Sci. 2019, 9, 20.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top