Investigating Undergraduate Expectations and Perceptions Towards an English Language Teaching Program: A Survey Study

Rebar Khaleel, Baren and Fouad Ali, Hewa (2023) Investigating Undergraduate Expectations and Perceptions Towards an English Language Teaching Program: A Survey Study. International Journal of Social Sciences & Educational Studies. ISSN 2520-0968

Text (Research Article) Investigating-Undergraduate-Expectations-and-Perceptions-Towards-an-English-Language-Teaching-Program-A-Survey-Study-1-1.pdf - Published Version Download (886kB)

Abstract

Understanding the major stakeholders’ expectations and preferences in educational programs leads to academic excellence and betterment. The study aims to identify English Language Teaching (ELT) undergraduates’ expectations and preferences toward English language teaching programs. To achieve the aim of the study, a survey study was conducted using a questionnaire distributed to 133 ELT undergraduates. Descriptive analysis was used to analyze the collected data to explore the expectations held by participants. The results revealed that students possess various expectations. It was highlighted that failure to meet undergraduate expectations within the ELT program has a detrimental impact on the learning and teaching process. Undergraduates believed that both they and the university/lecturers are responsible for their success in managing their education stressing the value of collaboration between the major stakeholders in the program. They also prioritized having interactive and engaging classes. More importantly, some students did not intend to teach after graduation, causing a definite inconsistency between the purpose of pedagogical courses and students’ personal choices. Undergraduates preferred to have entertaining, engaging, experienced, and knowledgeable lecturers in the ELT department, urging the stakeholders that it is of students’ priority that lecturers perform at a high level of professionalism. It was emphasized that lecturers should use their first language (L1) when they face difficulties in deciphering complex content. Adequate changes in the program were suggested in times of struggle based on their expectations. Students found skill-based courses more helpful than pedagogical courses. Students preferred a combination of immersive, real-world practice over structured lessons in the ELT program.

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