Second Language Learners' Expectation on Classroom Communication

Effective classroom teaching is more often than none, aided by effective classroom communication of the teachers or instructors. Teaching behaviors have been studied in various arenas in higher education. Many studies have found that most universities offer a traditional face-to-face communication format to deliver their courses; few offer them in online communication format. Since communication in classroom is mostly oral than written, many students equate being able to learn in classroom to effective communication of the instructor. That is, the appropriate use of the instructional language by the lecturer. This study therefore investigated the perceptions and expectations of students from two faculties in TWINTECH (Faulty of Business and faculty of Music) on classroom communication. This research was conducted using a quantitative research approach, 150 students both local and international participated in the study; the data were gathered via self-administered questionnaire. Principal component analysis (PCA) was used to validate both the questionnaire items and item construct (latent variables). Pearson product moment correlation coefficient was used to examine the relationship between the age of the respondents and the learner’s perception of classroom communication score, independent t-test was used to investigate the differences in students’ perception with regard to their gender. The findings show that most students in this study have a positive perception towards classroom communication and that those that have a negative perception, it is as a result of their lack of communication ability in the class, and that the better students have a high positive perception towards classroom communication than the weak ones