It is of concern that students’ expectations of the teachers’ roles may be different from what tutors see themselves as doing. The mismatch expectations between students and teachers can lead to unrealistic expectations and confusion for the students. This research aims finding the students’ expectations of teacher’s roles in classroom teaching. In order to make discussion more manageable, the writer presents limitation of this study only on the students’ expectations of teacher’s roles in classroom teaching in relation with their teaching activities, assignments, and assessment process. Quantitative and qualitative approaches were utilized in this study in this study. The purpose of integrating two approaches done in order to capitalize on the strengths of the two approaches and to compensate for the weaknesses of each approach. In addition, quantitative research is usually driven by the researcher’s concerns, whereas qualitative research takes the subject’s perspectives as the point of departure. These emphases would be brought together in this study. Questionnaires and group discussion can be employed to study perceptions. In this study, however, questionnaires are designed in order to reach as large an audience as possible and to allow the respondents to answer the research questions at their own pace and their own time. The quantitative data that were derived from analysing fixed-choice questions showed more clear and linear result of expectations. For example: during tutorial activities, overseas students expected teacher to be planner, facilitator and information provider. In relation to the students learning and the assignments, most respondents also expected more directive roles of the teacher. In addition, the majority respondents in respect to the assessments anticipated teacher as evaluator and information provider.
Acknowledgement ♦ v
Chapter I: Introduction ♦ 1
A. Background of the Study ♦ 1
B. Rationale of the Study ♦ 4
C. The Research Problem ♦ 5
D. The Importance of the Study ♦ 6
E. Limitations ♦ 7
F. The Organization of this Study ♦ 7
Chapter II: Review of Related Literature ♦ 9
A. Teacher and Students’ Roles and Their Influence on Learning ♦ 9
B. Expectations and Perceptions ♦ 17
C. Expectations and Perceptions of Teacher’s Roles and Learning ♦ 19
D. Conclusion ♦ 22
Chapter III: Research Methodology ♦ 23
A. Research Design and Instruments ♦ 23
B. Respondents ♦ 25
C. Data Analysis ♦ 30
Chapter IV: Research Finding ♦ 31
A. International Students’ Responses to Closed Questions ♦ 31
B. International Students’ Responses to Open-Ended Questions ♦ 38
C. The Summary of Quantitative and Qualitative Findings ♦ 57
Chapter V: Discussion ♦ 59
A. Summary of Quantitative and Qualitative Findings ♦ 59
B. A Variety of the Tutors’ Roles ♦ 60
C. Similarities and Differences in the Tutors’ Roles ♦ 65
Chapter VI: Conclusion and Recommendations ♦ 67
A. Conclusion ♦ 67
B. Recommendations ♦ 69
References ♦ 71
Glossary ♦ 79
Index ♦ 81
