Expectancy Effect on Academic Success of English Language Learners: A Literature Review

Yin  Liu

doi:10.54691/bcpep.v5i.1578

Authors

Yin Liu

DOI:

https://doi.org/10.54691/bcpep.v5i.1578

Keywords:

English Language Learners, expectation, motivation, success, professional development.

Abstract

English Language Learners (ELLs) comprise a unique student body in the demographics of the student population. However, the innate challenge of acquiring language proficiency often reveals as an additional barrier for them to succeed early enough in their schooling; therefore, pedagogical studies derived to investigate factors that limit teachers and students from achieving their goals. Among them, teachers’ expectations construct effective pedagogy that addresses both the linguistic and socio-emotional needs to succeed academically. This paper thus reviews the mechanism of expectancy effect on academic success. Specifically, this effect enacts upon intrinsic motivation, nurtured through enhanced teacher-student interaction and classroom environment, to mediate the gap of achievement due to socio-economic backgrounds. Further, professional development is implied at the end to investigate barriers of access for these students for future studies.

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