How can ESL learners benefit from a student-centred learning environment? How can ESL teachers utilize a student-centred learning environment? The expectancy-value theory can serve as a framework for guiding student-centred learning.
The expectancy-value theory (EVT) explores how self-concepts of ability and task values influence individuals’ performance and choices, motivation and achievement (Eccles & Wigfield, 2023). In other words, this motivational theory explores:
- The relationship between a learner’s expectancy of success
- The value they place on completing the task
As a result, EVT explains how learners choose to engage in certain tasks in order to achieve their goals.
Within a student-centred ESL learning environment, teachers can observe and assess learner expectations for their achievement associated with a certain task. The level of expectations a learner holds can indicate if a teacher should intervene to determine if the learner is struggling, and what supports can be offered.
Teachers can use EVT to help learners develop confidence and expectations for success in a task. For example, an ESL teacher can point out the hard work and many hours of commitment a learner dedicated to a task. This form of positive reinforcement can increase learners’ expectations for achievement and motivate them to expect higher achievement on a task as a result of their efforts.
Enhancing motivation has several benefits for learners, which include:
- enhancing creativity and critical thinking
- meeting expectations
- achieving goals
- satisfying personal goals (Almulla, 2023).
As a result, higher levels of motivation promote psychological wellbeing (Masaracchia et al., 2024).
Utilizing the value-expectancy theory framework as a guide, ESL teachers can increase learner motivation, which in turn improves learner performance and task enjoyment, and psychological wellbeing (Luo et al., 2021, Masaracchia et al., 2024). This powerful framework of enhancing the expectation of success can significantly increase learners’ satisfaction with their educational journey.
References
Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2172929
Eccles, J. S., & Wigfield, A. (2023). Expectancy-value theory to situated expectancy-value theory: Reflections on the legacy of 40+ years of working together. Motivation Science., 9(1), 1–12. https://doi.org/10.1037/mot0000275
Luo, Y., Lin, J. & Yang, Y. (2021). Students’ motivation and continued intention with online self-regulated learning: A self-determination theory perspective. Z Erziehungswiss 24,1379–1399. https://doi.org/10.1007/s11618-021-01042-3
Masaracchia, M. M., Markowitz, S. D., Janosy, N. R., & Strupp, K. M. (2024). Faculty Onboarding for Workforce Readiness and Belonging. Cureus 16(6), e62856. https://doi.org/10.7759/cureus.62856
Patricia Patel
Patricia Patel teaches English and ESL to local students and students residing in China. She is a member of TESL Ontario and holds the CTESOL designation. Patricia has a Bachelor of Arts in Equity, Diversity and Human Rights and a Master of Education with a focus on digital technologies. Patricia is currently pursuing her Doctor of Education in Curriculum and Instruction - Online Teaching and Learning from Liberty University. Patricia is passionate about creating and delivering equitable, inclusive, and accessible education. She hopes to motivate students through cultivating a warm and inclusive class environment. Patricia loves to share her knowledge and enthusiasm for ESL teaching and learning by writing blogs for TESL Ontario.