Adult learners’ expectations concerning foreign language teachers and the teaching-learning process

Abstract

The purpose of the study has been an investigation of adult learners’ expectations concerning foreign language teachers, especially the teacher’s character and personality, behaviour, and his or her ways of conducting classes. The expectations of three groups of adult learners are analysed: First, philologists and philology students, second, polytechnic students and young engineers, and third, other adults enrolled in foreign language courses (nurses, clerks, etc.). As the results show, there are both similarities and differences between the groups. For example, all three groups stress the importance of speaking skills and, consequently, conversation during the classes. The majority also expect the teacher to be patient and empathetic rather than strict and demanding, yet there is a statistically significant difference between the groups, as in the “other” group there is a higher percentage of learners who want the teacher to be strict. The study also reveals the participants’ sources of motivation and, to some extent, their language needs. In general, the philology group want to obtain more detailed knowledge of the language, whereas the engineering group and the “others” have a more ‘practical’ approach and focus on the ability to communicate with foreigners. The results are then interpreted in terms of Seligman’s PERMA model of well-being. From the point of view of positive psychology, meeting learners’ expectations increases the positivity of their learning experiences, and it must be remembered that adult learners are particularly aware of their needs, expectations and language learning goals.