Pygmalion effect in tertiary classrooms: investigating the relationship between teachers' expectations and students' English language performance in tertiary level

Abstract

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.