Comparing expectation and satisfaction levels of tourism undergraduate students in ESP: A longitudinal study
Expectation and satisfaction levels of tourism undergraduate students in ESP
The study aimed at determining and comparing expectation and satisfaction levels of tourism undergraduate students in vocational English course. The research was designed as a longitudinal study, quantitative research design and survey methodology were used to collect data in the study. The data on expectation were collected in September 2017 while the data on satisfaction were collected in May 2019, and paired-samples t test was used to analyze the data. The findings revealed that there was not a significant difference between expectation and satisfaction levels in terms of “objectives”. Nevertheless, the level of satisfaction was higher than that of expectation. There were significant differences between expectation and satisfaction levels in terms of “content”, “teaching-learning process”, “lecturer” and “assessment” in favor of satisfaction. There was not a significant difference between the levels of expectation and satisfaction in terms of “classmates”. However, the level of expectation was higher than that of satisfaction. While “overall” expectation level was medium, “overall” satisfaction level was high and there was a significant difference between the levels of expectation and satisfaction in favor of satisfaction. The results of the research were discussed in the light of the literature and suggestions were made for curriculum developers, lecturers teaching English in general, and English for Specific Purposes in particular, and researchers studying on expectation and satisfaction in language teaching.
Keywords: Expectation, satisfaction, tourism students, ESP, longitudinal study
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.