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Article published In:
Australian Review of Applied Linguistics
Vol. 45:3 (2022) ► pp.322–346

Student teachers’ expectations and their sense of fulfillment in a TESOL program

| University of Otago
| University of Canberra
Student expectations have increasingly become a focus in Second Language Acquisition research. This study takes a closer look at student teachers’ expectations in a Master of Arts TESOL program at an Australian university to investigate their expectations and sense of fulfillment of these expectations. We employed a sequential explanatory mixed-methods design and conducted a questionnaire (N = 31) and interviews (N = 6) with student teachers. The results show that student teachers expect a well-balanced curriculum of theory and practice and consider teaching practice their top priority. While the expectations of most TESOL student teachers are met, different language profiles can lead to different expectations and potential conflict. Contrary to most previous research, this study showed that unmet expectations do not necessarily lead to unfavorable outcomes because of the student teachers’ ability to adjust in various ways. The study concludes with a discussion of implications for practice and future research.
Keywords: expectations, practicum, sense of fulfillment, student satisfaction, TESOL student teachers
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Consumer psychology: Expectations and fulfillment
    • 2.2Mismatches between what students and educational providers of TESOL expect
  • 3.Methodology
    • 3.1Phase 1: Questionnaire, participants, and procedure
      • 3.1.1Questionnaire
      • 3.1.2Participants and procedure
    • 3.2Phase 2: Interview, participants, and procedure
      • 3.2.1Interview
      • 3.2.2Participants and procedure
      • 3.2.3Data management and analysis of questionnaire and interview
  • 4.Findings and discussion
    • 4.1Finding 1: These TESOL student teachers expect a well-balanced curriculum of both theory and practice from their TESOL program (Research question 1). More practice experience is the highest priority for these student teachers to feel that their expectations have been met (Research question 2)
    • 4.2Finding 2: For most TESOL student teachers, expectations have been met. The different language profile of NES and NNES student teachers leads to different expectations (Research question 3)
    • 4.3Finding 3: Student teachers adjust in various ways if their initial expectations seem too difficult to meet during the program (Research question 4)
  • 5.Conclusion
  • Notes
  • References
Published online: 12 January 2021
DOI logo
https://doi.org/10.1075/aral.19054.mor
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