Abstract:

In view of the current importance of, and demand for, the English language nowadays, learning and teaching the language increases in significance. Determining teachers' expectations of classroom processes may have beneficial consequences for the nature of education. This study aims to determine English teachers' expectations and perceptions of support for English teaching. A qualitative research method was used, designed with descriptive modelling and a case study approach was adopted. In order to elicit English teachers' expectations, a semi-structured interview form was prepared from a review of the literature and an examination of related studies in the field. The qualitative data obtained from the interview forms were subjected to content analysis, coded and categorized by the researchers. The categories were then classified according to the characteristics and themes extracted. In this study, the concepts of credibility and transferability were given preference over those of validity and reliability. Among the findings, language laboratories were the facilities most often featuring in English teachers' expectations from administrations. From parents, teachers primarily expected more positive attitudes towards English language learning and greater provision of materials to support study at home. It was also found that teachers' expectations of cooperation and collaboration with colleagues were not met, nor were colleagues employing the variety of teaching methods expected.