Teaching Quality and Students' EFL Achievements in Ethiopia: Analysis From the Perspective of the Basic Dimensions of Teaching Quality

• Published in: Theory and practice in language studies 2021-10, Vol.11 (10), p.1131-1145
• Main Authors: Sanfo, Jean-Baptiste M.B, Malgoubri, Inoussa
• Format: Article
• Language: English
• Subjects: Classroom management; Cognitive Style; Developing countries; Educational Quality; Educational Strategies; English as a second language; English as a second language instruction; English as a second language learning; English teachers; Investigations; LDCs; Learning outcomes; Learning Processes; Primary Education; Quality of education; Second language teachers; Students; Study and teaching; Teacher Effectiveness; Teaching; Teaching Methods; Teaching Styles
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.1110.01

Teaching quality is important for students’ English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students’ EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students’ EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students’ EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students’ EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed.