Portraying Lecturers’ Expectations in the Teaching of Writing during the Outbreak of Covid-19: A Case Study in Indonesian Islamic University

Abstract

In the past several decades, teachers’ expectations played an important role in teacher behavior. Teachers’ expectation at the tertiary level remains relatively under-researched. The uncommon conditions have emerged during the outbreak of Covid-19, where teachers’ expectations tend to be different since students’ motivation and engagement are decreased. The study is aimed to investigate lecturers’ expectations in the teaching of writing based on feedback provided by lecturers during distance learning. This current study adopted an exploratory case during a semester in one of the Islamic universities in Indonesia. To collect the data, initially, the lesson plans composed by the three lecturers were collected. The online observations were conducted in three writing classes. Subsequently, semi-structured interviews were then used to elicit further data related to lecturers’ feedback as one of the key focuses of teachers’ expectations. The whole collected data were then analyzed employing an interactive model. Findings revealed that university teachers established class- level teachers’ expectations by viewing students as a whole unity in the classrooms, hence, they provided learning feedbacks randomly not for each student. As an implication, this study encouraged teachers to increase their awareness to establish high expectations so that they perform instructional behavior and classroom environment that reinforce students learning.