A Study On The Relationship Among Perception Of Teacher Expectation, Learner Autonomy And English Achievement Of Students In Senior High School

The research mainly studied relationship among perception of teacher expectation, leaner autonomy and English achievement of senior middle school students. Quantitative method and qualitative method were used here. Instrument such as questionnaire and interview were used at the same time. Meanwhile, teaching intervention was done.Research subjects were No.4 Middle school students of Ning Yang in Shandong Province. All the subjects took part in the entrance examination not long before, There were 63 students in both of control group and experimented group. Of the 126 subjects,2 students were excluded because of invalid questionnaires. As a result, 61 subjects were in the control group and 63 students were in the experimental group. Quantitative analysis was mainly based on analysis of questionnaires and qualitative analysis was by interview. Questionnaire of perception of teacher expectation and leaner autonomy were included. Questionnaire of perception of teacher expectation was designed by Fan Liheng and Jin Shenghua. The scale included dimensions and 23 questions. The four dimensions were affection support, guidance, negative feedback, opportunity and privilege. Students answered questions by a Likert Scale. Autonomous Learning Schedule was developed by Pang Weiguo (2003). There were 66 items, these items can be divided into seven dimensions called learning motivation, learning time, learning result, learning environment, learning process, learning content and learning method. Researchers designed questions to do interview in order to collect qualitative data for further analyzing. Pretest was students’ English entrance achievement and post-test was the score of same difficult test with pretest. Teaching intervention was that teacher tried best to be in control of teacher expectation. Teacher tried to transfer positive teacher expectation to students in experimental group and normal teaching activities to students in control group.Process of data collecting were as follows:At the beginning of the semester,30 minutes were given to do a survey of questionnaires. The researcher declared that the questionnaires were used as research and the results had nothing to do with their final achievements. All the results would be kept as a secret. Students were asked to answer questions honestly. Meanwhile, teaching intervention were done at the same time. And teaching intervention was done at the same time. At the end of the semester, the same questionnaires were tested and two hours were given to students to do English test. In the end, 3 students in each group were asked to do the interview. Data was analyzed by SPSS 22.0 for windows. Independent sample t-test, paired samples t-test, correlation analysis, multiple linear regression were used here.Results were as follows:(1) Both perception of teacher expectation and learner autonomy of senior high school students were in moderate levels. In perception of teacher expectation, level of affection and teacher feedback were high and level of opportunity were low; In learner autonomy, all the seven dimensions were in moderate levels, and mean value of learning content and learning environment ranked relatively higher, mean value of learning motivation and learning process ranked relatively lower;(2) Both perception of teacher expectation and learner autonomy had positively significant correlations with English achievement, opportunity and privilege was able to account for 5.4％ of the variance of English achievement and earner autonomy was able to account for 11.3％ of the variance of English achievement;(3) Perception of teacher expectation had a positively significant relationship with learner autonomy, affection could account for 19.4％ of the variance of learner autonomy; Learning content could account for 16.6％ of the variance of perception of teacher expectation, but learning content and learning motivation were able to account for 21.2％ of variance of perception of teacher expectation;(4) After teaching intervention, among the four dimensions of perceived teacher expectation, teacher’s guidance and feedback improved significantly in experimental group. At the same time, there was no significant difference in perceived teacher expectation between the two groups;(5) After teaching intervention, among the seven dimensions of learner autonomy, learning motivation improved significantly in both of the two groups; Students in experimental group had a higher level of leaner autonomy than students in control group;(6) After teaching intervention, students in experimental group made more progress than students in control group.