| Summary: | This study sought to answer the question: What expectations do English teachers in Japan and Iceland hold for their students, and are they culture-related? An online multiple choice questionnaire was adapted from an existing questionnaire by Rubie-Davies et al., and posted online using Google Forms. Participants were gathered via e-mails and Facebook. Those who chose to participate were 19 English teachers in Japan and 31 in Iceland, whose students are in the age group 15 – 20 years old. Teachers’ backgrounds were tabulated and analysed using simple percentages. All other questions were analysed using a simple frequency calculation, and although there were not enough participants for correlations, part of the answers were correlated to see if there was any linear relationship between factors that were expected to affect each other. Information from the background questionnaire revealed that English teachers in Iceland were mostly Icelandic English teachers, while those from Japan were mostly English native teachers. In addition, the survey revealed that English teachers in Japan are neither required to have an English nor teaching degree. Results suggested that English teachers in Japan and Iceland hold similar expectations for their students’ behaviour and academic achievement. Shared expectations were for example that their students would be able to read, write and use English in conversation and at university, show up and participate actively in class and take responsibility for their own learning. Furthermore, students’ answers relating to homework and assignment load suggest that Japanese students are expected to have fewer tests and home assignments for English class than Icelandic students. Other additional results suggested that Japanese English teachers had longer working hours than their native English teacher counterparts. However, longer work hours did not correspond to equally long time spent in class.
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