The relationship between the ninth grade students' expectations from English speaking course and the course teachers' readiness in terms of constructivism

The purpose of this study is to investigate the relationship between the ninth grade students? expectations from English speaking instruction and English teachers? readiness within a constructivist standpoint.In spite of having been exposed to instruction of English for a long time, students cannot communicate through English effectively. Within this context this study aims at collecting data as a possible contribution to determining the solutions for this problem with a constructivist standpoint. Discussing the topic with a constructivist point of view is expected to create a new perspective to speaking skill.In order to collect the related data, two questionnaires were used. The first questionnaire was given to ninth-grade students to investigate their expectations and the second one was created to collect data about teachers? readiness. Both of the questionnaires were designed in the frame of constructivist learning theory.The results of the study indicate that from several perspectives such as promoting active participation of students in oral activities, presenting the new teaching item by relating it to students? existing knowledge, being familiar with the importance of learner autonomy, teachers meet the expectations of students. On the other hand, it is concluded that from several perspectives such as utilizing internet in teaching speaking, sharing responsibility of instructional design, using peer collaboration through feedback, teachers do not meet students? expectations from speaking instruction.