University EFL Misaligned Expectations: Overcoming Learning Disjuncture

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Jason D. Gold, Kwansei Gakuin University

The transition from pre-tertiary to university EFL classes in Japan reveals disparity between instructional methodology, classroom culture, learning perspectives, and expectations of both students and university instructors. This issue of misaligned expectations, if not addressed immediately, can result in negative consequences far beyond simply being a hindrance to language instruction. In order to successfully overcome these challenges, it is essential for university EFL instructors and students to be aware of the learning environment variances from the outset. This study examined student attitudes and experiences towards EFL learning and the transition to tertiary education through administered questionnaires. From the data, responses were grouped into three general categories: comprehension, NET behavior, and disjuncture of expectation. Results identified trends in student attitude and five areas of instructor-student misaligned expectations. When these results are understood, they can aid instructors in overcoming these learning variances and enhance student learning in the EFL classroom.


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