English Language Teaching (ELT) and Teaching English as a Foreign Language (TEFL) is ever-evolving, driven by new research, technological advancements, and a deeper understanding of cognitive processes. Amidst these shifts, one fundamental aspect remains a constant, yet often underexplored, force: the personal beliefs of the teacher. A teacher’s deeply held convictions about language acquisition, the capabilities of their learners, and the very act of teaching exert a profound influence on every facet of their classroom practice, from the methodological choices they make to their classroom management strategies and the quality of their student interactions. Understanding this intricate relationship is not merely an academic exercise; it is a necessity for effective, empathetic, and impactful language education.

The Enduring Influence of Teacher Beliefs in TEFL

In recent years, the TEFL industry has seen a growing emphasis on learner-centered approaches, communicative competence, and personalized learning pathways. This marks a significant change from past eras, where grammar-translation or audiolingual methods often dominated, placing the teacher squarely at the center as the sole dispenser of knowledge. These trends underscore the importance of teachers moving beyond rote delivery to become facilitators, motivators, and guides. However, the successful adoption of these modern methodologies is inextricably linked to a teacher’s underlying beliefs.

Recent Trends and Changes: The move towards communicative language teaching (CLT) and task-based learning (TBL) requires teachers to believe in the efficacy of authentic communication and student autonomy. Suppose a teacher holds a deep-seated belief that language learning is primarily about memorizing grammar rules and vocabulary lists. In that case, they will naturally gravitate towards drills and explicit instruction, even if their curriculum nominally promotes CLT. Conversely, a teacher who believes language is acquired through meaningful interaction will design activities that prioritize communication, even in resource-limited environments. The rise of digital tools and blended learning also necessitates teachers to adapt their beliefs about the classroom space and the role of technology in learning.

Challenges: One significant challenge lies in the often-unarticulated nature of these beliefs. Teachers may not consciously examine why they choose certain activities or respond to students in particular ways. These beliefs, often formed during their own experiences as learners, can be resistant to change. As Al-Mekhlafi (2024) points out, teachers’ conceptions of teaching and learning, whether traditional or constructivist, directly influence their pedagogical approaches. Overcoming the inertia of established beliefs to embrace new, more effective practices requires deliberate reflection and professional development that addresses the cognitive dimension of teaching.

When teacher beliefs align with contemporary, research-informed pedagogical principles—such as a belief in student potential, the value of collaborative learning, or the importance of communicative practice—the classroom transforms into a dynamic and supportive environment. This alignment can lead to increased student motivation, engagement, and ultimately, improved language acquisition, as teachers who believe in a growth mindset for their students are more likely to provide challenging yet supportive learning experiences. Conversely, unexamined or misaligned beliefs can hinder learning. For instance, if a teacher believes that certain students are inherently “bad at languages” or that strict discipline is the only way to maintain order, their actions will reflect these convictions, potentially leading to a stifling atmosphere, reduced student participation, and a self-fulfilling prophecy of underperformance. The discrepancy between what teachers say they believe and what they actually do can send confusing messages to learners, as highlighted by Amirian and Amirian (2014).

For TEFL professionals, understanding the impact of beliefs means engaging in continuous self-reflection. This involves regularly questioning one’s own assumptions about language learning, considering whether all students are perceived as capable of learning, and examining one’s views on mistakes and the teacher’s role in the classroom. Seeking opportunities for peer observation and constructive feedback can also be highly beneficial, as a trusted colleague might identify patterns in practice that stem from unexamined beliefs. Furthermore, engaging in professional development that encourages critical thinking about pedagogical approaches and underlying philosophies, particularly programs that challenge existing beliefs and introduce constructivist learning environments, can be effective, as suggested by Al-Mekhlafi (2024). Ultimately, cultivating a belief in the malleability of intelligence and ability, both for oneself and one’s students, can transform how challenges and setbacks are approached in the classroom.

What to Expect from the Future: The future of TEFL will likely see an even greater emphasis on personalized learning, artificial intelligence as a teaching aid, and intercultural communication. Teachers whose beliefs embrace adaptability, technological integration, and cultural sensitivity will be better equipped to navigate these changes. The ongoing exploration of teacher cognition, as reviewed by Borg (2003), will continue to provide deeper insights into how teachers think, know, and believe, ultimately informing more effective teacher education programs.

The Pygmalion Effect in the Language Classroom

Central to the discussion of teacher beliefs and their impact is the psychological phenomenon known as the Pygmalion Effect, also referred to as the Rosenthal effect. Named after the Greek myth where a sculptor falls in love with his creation, which then comes to life, this effect describes a self-fulfilling prophecy: when teachers hold high expectations for certain students, those students tend to perform better, meeting those elevated expectations. Conversely, the Golem Effect describes the opposite scenario, where low expectations lead to decreased performance.

Rosenthal and Jacobson’s (1968) groundbreaking study, “Pygmalion in the Classroom,” demonstrated this effect in an elementary school setting. Teachers were led to believe that certain students were “intellectual bloomers” based on a fabricated test, even though these students were randomly selected. Over time, these “bloomers” showed significant gains in IQ scores compared to their peers. The explanation lies in the subtle, often unconscious, ways teachers interact with students for whom they hold different expectations.

In the language classroom, the Pygmalion Effect can play a substantial role across various dimensions of teaching. Regarding methodological choices, if a teacher believes a student possesses high linguistic potential, they might offer more challenging tasks, encourage more complex communicative activities, and provide richer, more nuanced feedback. Conversely, for a student perceived as less capable, the teacher might simplify tasks, provide less demanding assignments, or offer only basic error correction, thereby inadvertently limiting their opportunities for growth. Expectations also influence classroom management; a teacher with high expectations for a student might interpret a momentary lapse in attention as curiosity or a need for a different approach, responding with encouragement or a gentle redirection. For a student with low expectations, the same behavior might be seen as disinterest or defiance, leading to more punitive or controlling responses. Perhaps the most direct impact is observed in student interactions, where teachers tend to provide more verbal and non-verbal cues of warmth, attention, and encouragement to students for whom they have high expectations. This can include more eye contact, smiles, nods, and opportunities to speak. They may wait longer for these students to respond, offer more prompts, and provide more elaborate explanations. For students with low expectations, interactions might be briefer, less supportive, and offer fewer opportunities for active participation. Rubie-Davies et al. (2024) confirm that teachers interact more positively and academically supportively with high-expectation students.

The cycle of expectation begins when a teacher forms expectations about a student’s ability, which can be based on prior performance, appearance, socioeconomic status, ethnicity, or even stereotypes, whether consciously or unconsciously. These expectations then influence the teacher’s behavior towards the student, leading to differential treatment such as providing more or less attention, challenging tasks, positive feedback, or patience. Subsequently, the student perceives these differential behaviors and internalizes the teacher’s expectations, which in turn affects their self-concept, motivation, and effort. Ultimately, the student’s performance tends to align with the teacher’s initial expectations, thereby completing this powerful self-fulfilling prophecy. This cycle underscores the immense responsibility teachers hold, as unexamined biases can inadvertently contribute to educational inequalities, with teachers unintentionally neglecting the needs of students they perceive as less capable (Rubie-Davies et al., 2024).

The Teacher’s Beliefs about Language Learning, Learners, and Teaching

Beyond the Pygmalion Effect, a teacher’s broader beliefs about the nature of language learning, the capabilities of their learners, and their own role as an educator are foundational.

When considering beliefs about language learning, a teacher’s perspective on whether language acquisition is primarily about grammar and vocabulary or a communicative process dictates their classroom focus. A teacher prioritizing a grammar-first approach will emphasize explicit rule instruction, drills, and accuracy, while one who views language as a tool for communication will prioritize authentic tasks, fluency, and interaction, even if it means tolerating errors. Similarly, understanding whether learning is a linear process or involves stages of interlanguage development influences patience with errors, viewing them as natural steps rather than failures. The belief in whether immersion is the only way or if effective learning can occur in a foreign language context also impacts the teacher’s efforts to create an immersive classroom environment and their reliance on the target language.

Regarding beliefs about learners, a teacher’s view on whether students are empty vessels to be filled with knowledge or active constructors of their own understanding influences their pedagogical approach, determining if they predominantly lecture or design collaborative, discovery-based activities. The conviction that all students are capable of learning, rather than possessing fixed abilities, directly relates to the Pygmalion Effect, encouraging differentiation, scaffolding, and persistent support for all learners through a growth mindset. Furthermore, a teacher’s understanding of what motivates students—whether external rewards are necessary or intrinsic motivation can be cultivated through engaging content and a supportive atmosphere—shapes their motivational strategies.

Finally, beliefs about teaching itself define the teacher’s role, whether as a dispenser of knowledge, a facilitator, a coach, or a mentor, which in turn shapes classroom dynamics, the balance of teacher talk versus student talk, and the level of student autonomy. The perspective on whether teaching is about covering content or developing skills and critical thinking affects assessment methods and the depth of engagement with material. Moreover, a teacher’s view on the importance of classroom management—whether it is about control or about creating a productive learning environment—influences their strategies; a teacher believing in fostering a positive environment might use proactive strategies, build rapport, and involve students in setting norms, rather than relying solely on punitive measures. As Borg (2003) emphasizes, teachers are active, thinking decision-makers, and their instructional choices are guided by complex, personalized networks of knowledge and beliefs. These beliefs are not isolated but form an interconnected system that influences how teachers interpret curriculum guidelines, adapt materials, and respond spontaneously to classroom events.

Practical Applications in the EFL Classroom

For TEFL educators, translating this understanding into actionable strategies involves conscious effort and continuous reflection. It begins with articulating one’s own teaching philosophy, examining beliefs about language learning, students, and one’s role, and assessing their alignment with current best practices in TEFL. Regularly observing one’s own practice, perhaps by recording lessons (with student permission) or seeking peer observation, can reveal subtle interactions with different students, such as variations in wait time or feedback, that might convey unconscious expectations. When limiting beliefs arise, such as thinking a student “just can’t grasp grammar,” it is beneficial to reframe them into questions like, “How can I present this grammar point differently to help this student succeed?” and actively seek strategies to support perceived struggling students. Promoting a growth mindset in students by explicitly teaching that intelligence and language ability are not fixed, and encouraging them to view mistakes as learning opportunities, is also essential. Experimenting with different methodological choices, even if one’s beliefs lean towards a particular style, can broaden teaching approaches and observe the impact on student engagement. Empowering student voice by providing opportunities for them to choose topics, lead discussions, or design projects reinforces their agency and builds confidence. Lastly, building positive relationships with students, characterized by genuine care and understanding of their backgrounds, ensures that high expectations are coupled with strong, supportive interactions, maximizing their effectiveness.

The Future of Teacher Beliefs in TEFL

Looking ahead, the discussion around teacher beliefs will undoubtedly deepen. As TEFL continues to globalize and diversify, teachers will encounter an even broader range of learners with varying backgrounds, motivations, and learning styles. This will necessitate an even greater degree of adaptability and a willingness to question ingrained beliefs.

The integration of AI in language learning, for instance, will challenge traditional notions of teaching and learning. Teachers who believe AI is merely a tool for rote practice might miss its potential for personalized feedback or immersive simulations. Those who see it as a means to augment human interaction and creativity will likely leverage it more effectively.

Furthermore, research will continue to explore the neurological underpinnings of language acquisition, potentially refining our understanding of how languages are learned. Teachers who remain open to these scientific advancements and are willing to adjust their beliefs accordingly will be at the forefront of effective language education. The emphasis will shift from simply what teachers do to why they do it, recognizing that the cognitive landscape of the educator is as important as any curriculum or methodology.

Before concluding, we invite our readers to check our workshops led by TEFL professionals on meaningful aspects of Teaching English as a Foreign or Second Language, following this link.

Lesson Plan: Unpacking Expectations – A 60-Minute EFL Lesson

Topic: The impact of expectations on learning and performance.
Level: Intermediate to Upper-Intermediate EFL learners.
Time: 60 minutes
Aims:

• To raise students’ awareness of how expectations (their own and others’) can influence performance.
• To introduce the concept of the Pygmalion Effect in a relatable context.
• To encourage students to develop a growth mindset towards language learning.
• To practice speaking, listening, and critical thinking skills.

Materials: Whiteboard or projector, markers, small slips of paper, pens, a short video clip (optional, e.g., a sports coach motivating a team, or a short animated clip illustrating effort leading to success), handouts with discussion questions.

Procedure:

I. Warm-up: What do you expect? (10 minutes)

1. Teacher introduces the topic: “Today, we’re going to talk about ‘expectations.’ What does that word mean to you? Where do we have expectations in our lives?” (Elicit answers: from parents, friends, teachers, ourselves, for exams, for future jobs, etc.)
2. Pair Discussion: “Think about a time when someone expected something from you (high or low expectation). How did it make you feel? How did it affect your performance?” (Students discuss in pairs for 3-4 minutes).
3. Share Out: Briefly invite a few students to share their experiences with the whole class.

II. The “Hidden Talent” Experiment (15 minutes)

1. Teacher explains (without revealing the trick): “We’re going to do a short activity. I’m going to give each of you a slip of paper. On it, I’ve written a special message based on a quick assessment I did of your potential. Please don’t show it to anyone else, just read it to yourself.”
2. Distribute Slips:
   • High Expectation Slips (to 50% of students): “You have extraordinary potential for language learning. I expect you to make significant progress today and surprise yourself with your abilities.”
   • Neutral Expectation Slips (to 50% of students): “Today’s activity will be a good opportunity to practice your English skills.” (Self-correction: Ensure the “neutral” slips are genuinely neutral and not subtly negative. The key is the contrast with the “high expectation” group.)
3. Task Introduction: “Now, we’re going to do a creative writing task. In pairs, I want you to imagine you are designing a new language learning app. What features would it have? How would it help people learn? You have 10 minutes to brainstorm and write down your ideas.”
4. Monitor (subtly): As students work, the teacher subtly provides more encouraging non-verbal cues (nods, smiles, longer eye contact) and slightly more detailed, positive feedback to the “high expectation” group. For the “neutral” group, maintain standard, less enthusiastic monitoring.

III. Debriefing the Experiment & Introducing Pygmalion (15 minutes)

1. Share Ideas: Invite pairs to briefly share their app ideas.
2. The Reveal: “Okay, now for the interesting part. Can everyone please read aloud the message on their slip of paper?” (Allow students to react as they realize the difference in messages.)
3. Discussion:
   • “How did you feel when you read your message?”
   • “Did the message influence how you approached the task?”
   • “Did you notice anything different in how I interacted with different groups?” (This might be subtle, so guide them if needed, e.g., “Did I spend more time with some groups? Did I seem more enthusiastic?”)
4. Introduce Pygmalion Effect: “What we just experienced, in a small way, is called the ‘Pygmalion Effect.’ It shows how powerful expectations can be. When someone believes in you, or expects great things from you, you often rise to that expectation. And the opposite is true too – if expectations are low, performance can suffer.” (Explain Rosenthal and Jacobson’s study briefly if time allows, or refer to it as the origin).

IV. Applying to Language Learning (15 minutes)

1. Group Discussion: Divide students into small groups (3-4). Provide discussion questions:
   • “How can a teacher’s high expectations help students learn English?”
   • “What happens if a teacher has low expectations for a student?”
   • “How can your own expectations (what you believe about your own ability) affect your English learning?”
   • “What can you do to develop a ‘growth mindset’ – believing that your English skills can always improve with effort?”
2. Teacher Facilitation: Circulate, listen, and encourage deeper thought. Correct language errors gently and supportively.

V. Wrap-up & Personal Commitment (5 minutes)

1. Share Insights: Bring the class back together. Ask each group to share one important insight from their discussion.
2. Personal Goal: “From today, think about the expectations you have for yourself in English. Write down one small goal you will set for yourself this week that shows you believe in your own growth.” (e.g., “I will try to speak more in class,” “I will learn 5 new words every day,” “I will ask questions when I don’t understand.”)
3. Teacher’s Closing Remark: “Remember, I have high expectations for all of you. I believe you can all achieve great things in English. Let’s work together to make that happen!”

SOURCES

• The powerful impact of teacher expectations: a narrative review
  • Author: Christine M. Rubie-Davies, Yana Markova, Robert M. Klassen, Helen S. Watt
• Teach(er) and Teach(ing): Beliefs, Attitudes, and Teaching Practices
  • Author: Dr. Mohammad Ramzan
• Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
  • Author: Simon Borg
• The Influence of EFL Teachers’ Educational Beliefs on Classroom Practices
  • Author: Sanaa M. Al-Mekhlafi
• The Role of Teachers’ Beliefs in the Language Teaching-learning Process
  • Author: Seyed Mohammad Reza Amirian, Parisa Amirian