Measuring English teaching quality: what teacher effectiveness research can offer?

Abstract

Research findings worldwide suggest that teachers should continually improve their teaching quality, which refers to instruction or actions to deliver teaching and learning materials, even if they are good teachers. The question is the basis that should be considered to decide the improvement priorities. Therefore, this paper reviews theoretically driven and empirically validated teacher instruction contributing to student outcomes, which can serve as a framework for deciding the areas of improvement. The paper also reviews relevant techniques to measure teacher instruction to determine teachers' teaching quality. The study employed a qualitative method, in which a literature review on educational effectiveness research, especially teacher effectiveness research, was carried out to understand teacher actions in the classroom that contribute to achieving learning goals, especially concerning English lessons, as the focus of this paper. The paper used keywords such as effective English teaching, educational effectiveness research, teaching quality, teacher effectiveness research, and techniques of measuring teaching quality to find relevant literature. The findings conclude that the classroom factors of the dynamic model of educational effectiveness research could serve as a framework to conceptualize English teaching quality, whereas techniques like student surveys or observation can be used to investigate teachers’ initial instructional practices.