This study was designed to examine Korean EFL college students’ expectations about their native-speaking English teachers’ roles and to compare them to those of their instructors. It has also sought gender effect on students’ expectations. Data were collected using a modified version of the Survey of Educational Expectations, developed by McCargar (1993), from 346 students and 34 instructors. The questionnaire included 47 items in 11 domains of English teacher roles: instructional strategies, cultural sensitivity, subject knowledge, warmth, classroom management behaviors, questioning strategies, response to students’ errors, educational approach, teacher-student relationship, organization skills, and teaching methods. Results indicated overall similarities between students’ and teachers’ role expectations, while analyses of individual items showed much greater differences. A clear difference was found in teacher response to student errors. Students expected their native-speaking English teachers to correct their errors, while the teachers clearly disagreed with this expectation of students. The results also showed the gender differences in students’ responses. The findings of the study suggested educational implications to reduce classroom tension and dissatisfaction when there appear student-teacher mismatches in L2 teacher roles.

Ⅰ. Introduction
Ⅱ. Background of the Study
Ⅲ. Research Methods
Ⅳ. Results
Ⅴ. Discussion and Conclusions
References

• Kyung Ja Kim(Woosong University) | 김경자