Theoretical Review on Students’ Underestimation of Teachers in ESP Contexts

Theoretical Review on Students’ Underestimation of Teachers in ESP Contexts

In ESP (English for Specific Purposes) education, particularly in fields where students possess advanced subject knowledge—such as medical or technical English—students occasionally underestimate their teachers. This dynamic is influenced by cognitive, social, and motivational factors that impact how students perceive authority, competence, and value within the learning environment. The following theoretical perspectives and relevant literature offer insights into the roots of this issue and suggest strategies for addressing it.

1. Cognitive Dissonance Theory (Festinger, 1957)

Cognitive Dissonance Theory suggests that people experience discomfort when their beliefs conflict with new information. In the ESP context, students may perceive themselves as experts in their field and experience dissonance if they feel the teacher lacks comparable expertise. This discrepancy may lead to student attitudes of disengagement or resistance.

• Implication: If students enter the course believing they already possess the necessary professional knowledge, a mismatch with the teacher’s perceived competence can lead to underestimation.
• Reference: Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford University Press.

2. Affective Filter Hypothesis (Krashen, 1982)

Stephen Krashen’s Affective Filter Hypothesis asserts that learners’ emotions (such as anxiety, motivation, and confidence) can act as a filter that affects language acquisition. If students feel bored or disrespected in an ESP course, this affective barrier might hinder their openness to learning, reinforcing negative perceptions about the teacher’s effectiveness.

• Implication: Students may perceive the teacher’s approach as too basic or disconnected from their field, creating frustration or disengagement that exacerbates underestimation.
• Reference: Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.

3. Self-Determination Theory (Deci & Ryan, 1985)

Self-Determination Theory (SDT) emphasizes three core psychological needs—autonomy, competence, and relatedness—that drive intrinsic motivation. In ESP classes, students who feel knowledgeable about their field may see teachers as lacking in competence, which can diminish their motivation and lead them to view the teacher’s authority as limited.

• Implication: Teachers can address this issue by giving students autonomy, validating their expertise, and creating opportunities for them to contribute to class discussions. When students feel acknowledged, their respect and engagement may increase.
• Reference: Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum Press.

4. Social Identity Theory (Tajfel & Turner, 1979)

Social Identity Theory explains how people form part of social groups, which in turn shapes their self-concept. In ESP classes, students with advanced professional knowledge may identify strongly with their professional peer group, leading them to view the teacher as an outsider without sufficient subject-specific knowledge. This social distinction can reinforce underestimation and detachment.

• Implication: Students may perceive themselves as “insiders” in their professional domain, while viewing teachers without similar expertise as “outsiders.” Addressing this social divide requires building rapport, establishing relevance, and creating collaborative classroom dynamics.
• Reference: Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33-47). Brooks/Cole.

5. Expectancy-Value Theory (Eccles & Wigfield, 2002)

Expectancy-Value Theory posits that motivation is based on expectations of success and the value placed on that success. Students in ESP courses may undervalue the role of language skills if they see their technical expertise as sufficient for their professional goals. Consequently, if they perceive language-focused instruction as less relevant, they may underestimate the teacher’s importance in their learning process.

• Implication: By showing students the professional and practical applications of language skills within their field, teachers can increase students’ perceived value of the course, improving their respect for the teacher’s role.
• Reference: Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.

6. Teacher Credibility and Expertise (Schrodt et al., 2009)

Research on teacher credibility suggests that perceived teacher competence and caring are essential for student respect. When students perceive that their teacher lacks adequate knowledge in their specialized field, it may compromise the teacher’s credibility in their eyes, resulting in reduced respect and increased underestimation.

• Implication: Teachers in ESP settings should emphasize their knowledge of the specific terminology and practical language applications within the students’ professional fields. Engaging in field-related discussions or bringing in guest speakers from the field can also help build credibility.
• Reference: Schrodt, P., Witt, P. L., & Turman, P. D. (2009). Reconsidering the measurement of teacher credibility: Conceptualizing credibility as a developmental construct and its association with teacher behavior. Communication Education, 58(4), 421-440.

Conclusion and Implications for ESP Instruction

The theories discussed provide valuable insights into why students may underestimate their teachers in ESP classes and suggest actionable steps to address this issue. By recognizing cognitive, social, and motivational factors, teachers can adopt strategies to build credibility, clarify course relevance, and engage students as co-learners. Practical applications include integrating subject-specific language, encouraging collaborative activities, and acknowledging students’ professional expertise, which can enhance mutual respect and improve student-teacher relationships in ESP education.

References

• Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum Press.
• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146/annurev.psych.53.100901.135153
• Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford University Press.
• Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
• Schrodt, P., Witt, P. L., & Turman, P. D. (2009). Reconsidering the measurement of teacher credibility: Conceptualizing credibility as a developmental construct and its association with teacher behavior. Communication Education, 58(4), 421-440. doi:10.1080/03634520903131154
• Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33-47). Brooks/Cole.