Open AccessTeaching Quality and Students' EFL Achievements in Ethiopia: Analysis From the Perspective of the Basic Dimensions of Teaching Quality
Author(s) -
Jean-Baptiste M.B. Sanfo,
Inoussa Malgoubri
Publication year - 2021
Publication title -
theory and practice in language studies
Language(s) - English
Resource type - Journals
eISSN - 2053-0692
pISSN - 1799-2591
DOI - 10.17507/tpls.1110.01
Subject(s) - perspective (graphical) , affect (linguistics) , quality (philosophy) , mathematics education , context (archaeology) , psychology , cognition , english as a foreign language , multilevel model , computer science , paleontology , philosophy , epistemology , artificial intelligence , neuroscience , machine learning , biology , communication
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.