The impact of teacher support on EFL student engagement in Ethiopian higher education

Abstract

Student participation is an essential component of effective English as a Foreign Language (EFL) learning in Ethiopian higher education. Although teacher support is widely acknowledged to be an important element, the specific impact of various types of assistance, as well as the possible influence of gender, remain unexplored in Ethiopia. The purpose of this study was to examine how different types of teacher assistance affect cognitive, emotional, and behavioral involvement in EFL students at Ethiopian institutions. A mixed-methods research design was employed, involving 800 undergraduate students from four public universities (Jimma, Wachamo, Wolaita Sodo, and Wolkite). Structured questionnaires and semi-structured interviews were used to assess students' perceptions of instrumental, informational, affective, and evaluative support. The findings revealed that students experienced a somewhat supportive learning environment, with instrumental support rated highest in perceived usefulness. However, informational support emerged as the most significant predictor across all engagement areas. Evaluative support had a notable impact on behavioral engagement, while effective and instrumental support showed minimal direct benefits. Affective support demonstrated a positive trend. There were no significant differences between genders regarding perceptions of teacher support or levels of involvement. These findings underscore the importance of timely feedback, clear instruction, and scaffolded learning in enhancing engagement. The study recommends that teacher training and institutional policies focus on emotionally sensitive and differentiated pedagogical practices to foster inclusive and equitable EFL learning environments.