Expectations and outcomes of first-year university students in English language learning

Abstract

Students' expectations constitute a critical factor that can significantly influence their attendance, performance, satisfaction, and retention in a course. Unfortunately, the existing literature on university students' expectations within academic contexts, and their potential evolution throughout study, remains limited. This study examines students' expectations regarding English courses during their first year at a Czech university, evaluated at two distinct time points. Initial expectations were assessed at the beginning of the winter semester, and follow-up opinions were gathered after the first academic year. The survey revealed discrepancies in students' self-assessed language proficiency and the anticipated versus actual time dedicated to self-study at both the onset and the end of the period. The findings indicate that while several aspects examined in the study were consistent with student expectations, considerable scope remains for improvement. The department's management should guide instructors towards taking responsibility in fostering and facilitating oral communication among students, a task that may occasionally provoke anxiety.