THE ROLE OF PYGMALION EFFECT IN THE EFL CLASSROOM
Abstract
One of the most noteworthy impacts of the Pygmalion effect is in the EFL (English as a Foreign Language) classroom where learners’ performance improves with the increase in expectation. This paper highlights factors that have a direct bearing on the motivation, participation, and overall performance of the learner in language studies as well as the role of the Pygmalion effect. Several studies and theories have been taken into consideration with the aim to articulate how students’ results are affected by teachers’ expectations and how such knowledge could be utilized to formulate better driving conditions for learning. It also identifies a number of the concerns teachers are likely to encounter when applying this principle and provides answers from available research.
References
Rosenthal R., & Jacobson L. (1968). Pygmalion in the Classroom: Teacher Expectations and Students’ Intellectual Development
Brophy, J. (1986). Teacher Influences on Student Achievement
Rimm-Kaufman, S. E. & van Schoelen (2000) Teacher-Student Relationship, Motivation and Academic Achievement in Early Elementary School
Achinstein, B. & Barrett, E. (2004) No Teacher Left Behind: Professional Development and the Pygmalion Effect
Sabohat, S. (2023). ENGAGING WAYS OF TEACHING GRAMMAR. Science and innovation, 2(Special Issue 14), 473-475.
Sodikova, D. (2024). LANGUAGE PROPOSAL ON TEACHER DEVELOPMENT. Nordic_Press, 3(0003)
Zakhidova, G. (2024). PROBLEMS OF INVOLVING STUDENTS TO SPEAKING ACTIVITIES IN THE ENGLISH LANGUAGE CLASSES IN THE CREDIT SYSTEM. Nordic_Press, 2(0002).
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Copyright (c) 2025 Malika Yo‘lchiyeva , Sabohat Sodiqova
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