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Research on second and foreign language learning suggests that the expectations that teachers form for their students can often have an impact on students' behavior and achievement. Some teachers tend to convey differential expectations to students, which appear to have self-fulfilling prophecy effects on them. The self-fulfilling prophecy effects of teacher expectations are an important, yet not adequately appreciated affective variable in second and foreign language learning. In this articledoi:10.5539/elt.v3n2p22 fatcat:asv6b7235rgjzdheu56pu2cj64