Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level
This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2024
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Brac University
2024
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| Länkar: | http://hdl.handle.net/10361/24084 |
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10361-240842024-09-24T03:29:06Z Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level Bushra, Fabliha Tafanom Sultana, Syeda Farzana Department of English and Humanities, Brac University Pygmalion effect Self-fulfilling prophecy English learner anxiety English teaching English language -- Study and teaching (Higher education). Pygmalion effect. This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2024 Cataloged from PDF version of thesis. Includes bibliographical references pages (93-104). As English becomes increasingly important globally, especially with the rise of globalisation and digitalization, ESL and EFL educators are employing diverse strategies to improve English language learning. However, in EFL nations like Bangladesh, English learner anxiety and learners' motivation poses challenges that affect performance. This study explores the Pygmalion Effect in Bangladeshi tertiary English classrooms. Two research questions guide the study: 1) How does the Pygmalion Effect manifest in Bangladeshi tertiary English classrooms, and how does it impact teachers holding high expectations? 2) What are Bangladeshi tertiary students' perceptions of teacher expectations, and how does the Pygmalion effect affect their well-being, behaviour, and performance? Semi-structured interviews with seven participants, including instructors and students, reveal a strong correlation between teachers' expectations and students' behaviour and performance. Positive expectations create a conducive learning environment, enhancing students' English language skills. The research also explores how teacher-student interactions differ based on expectations, highlighting the implications for performance and attitudes. The study delves into how teachers form and express expectations, their impact on the learning environment, and the potential advantages and drawbacks of maintaining high expectations. Additionally, it addresses challenges related to teacher bias and its role in combating anxiety in the teaching-learning process. Fabliha Tafanom Bushra M.A. in English 2024-09-15T09:26:25Z 2024-09-15T09:26:25Z ©2024 2024-03 Thesis ID 21263004 http://hdl.handle.net/10361/24084 en Brac University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 109 pages application/pdf Brac University |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
Pygmalion effect Self-fulfilling prophecy English learner anxiety English teaching English language -- Study and teaching (Higher education). Pygmalion effect. |
| spellingShingle |
Pygmalion effect Self-fulfilling prophecy English learner anxiety English teaching English language -- Study and teaching (Higher education). Pygmalion effect. Bushra, Fabliha Tafanom Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level |
| description |
This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2024 |
| author2 |
Sultana, Syeda Farzana |
| author_facet |
Sultana, Syeda Farzana Bushra, Fabliha Tafanom |
| format |
Thesis |
| author |
Bushra, Fabliha Tafanom |
| author_sort |
Bushra, Fabliha Tafanom |
| title |
Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level |
| title_short |
Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level |
| title_full |
Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level |
| title_fullStr |
Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level |
| title_full_unstemmed |
Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level |
| title_sort |
pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' english language performance in tertiary level |
| publisher |
Brac University |
| publishDate |
2024 |
| url |
http://hdl.handle.net/10361/24084 |
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AT bushrafablihatafanom pygmalioneffectintertiaryclassroomsinvestigatingtherelationshipbetweenteachersexpectationsandstudentsenglishlanguageperformanceintertiarylevel |
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1814307377736843264 |