教師的教學實踐在學生學習歷程中扮演的角色，向來被認為是「黑盒子」般，需要進一步探究，本研究透過對「國際學生能力評量計畫」的次級資料分析，探討三種教學實踐模式——直接教學、適性教學和反饋——與學生閱讀素養成就之間的關係，研究對象為汶萊、印尼、馬來西亞、菲律賓和泰國五個國家的35,000名學生。以多元迴歸模型分析學生們的閱讀分數，與其所自陳之教師教學實踐模式間的關聯性。研究結果顯示：以「直接教學」而言，在菲律賓，其與閱讀素養之間存在獨特的正相關，而在印尼、馬來西亞和泰國則為負相關；相較於「適應性教學」與所有國家較高的閱讀素養分數都相關，而「反饋」模式則與除了泰國以外國家中較低的閱讀素養分數相關。此研究結果對東南亞課堂中重新定位不同教學實踐具有重要意義，也就是說，以學生為中心的教學實踐與堅持傳統講授法之間的差距應當被縮小。

Motivated by the role of teaching in what has been described as the “black box” of learning, the study problematizes the link of three individual teaching practices – direct instruction, adaptive teaching, and feedback – to student achievement in reading literacy in Brunei, Indonesia, Malaysia, the Philippines, and Thailand. Through a secondary analysis of PISA 2018, multiple regression models were fit to investigate the association between reading scores and measures of teaching practices reported by 35,000 students. The results showed a unique positive relationship between direct instruction and reading literacy in the Philippines, negative in Indonesia, Malaysia, and Thailand. Adaptive teaching related to higher reading literacy scores in all countries while feedback related to lower scores in all countries but Thailand. The findings have significant implications on the repositioning of these teaching practices in the Southeast Asian classroom, where the study asserts an imperative to close the gap between national policies on student-centered approaches and the persistence of traditional methods.