Teaching Quality and Students' EFL Achievements in Ethiopia
Analysis From the Perspective of the Basic Dimensions of Teaching Quality
Bibliographic Data
| ID | 21806255 |
|---|---|
| Authors | Jean-Baptiste M B Sanfo (0000-0002-5615-0919, University of Shiga Prefecture), Inoussa Malgoubri (0000-0003-4269-6483, Nagasaki University) |
| Year | 2021 |
| Volume | 11 |
| Issue | 10 |
| Pages | 1131-1145 |
| Publication date | 2021-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Practice in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1110.01 |
| OpenAlex | W3203633221 |
| Language | EN |
| Citations received | 2 |
| References cited | 15 |
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
Cognition · English as a foreign language · Mathematics education · Multilevel model · Computer Science · Education and Technology Integration · Educational Environments and Student Outcomes · Online and Blended Learning · Psychology
Centering or Not Centering in Multilevel Models? The Role of the Group Mean and the Assessment of Group Effects
Schooling Resources, Educational Institutions and Student Performance
Generic dimensions of teaching quality
State of the art – teacher effectiveness and professional learning
Teachers and differentiated instruction
Enhancing the quality of argumentation in school science
Professional competence of teachers
A three-level hierarchical linear model analysis of the effect of school principals’ factors on primary school students’ learning achievements in Burkina Faso
Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms
The Application of Electronic Computers to Factor Analysis
Using Quantile Regression to Estimate Intervention Effects Beyond the Mean
The impact of teaching quality and learning time on primary EFL learners’receptive proficiency
Isolated form-focused instruction and integrated form-focused instruction in primary school English classrooms in Turkey
Towards a framework for researching the quality of education in low‐income countries
Econometrics
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |