General pedagogy and school pedagogy have long been concerned with the questions of what specifically characterizes good instructional practice. Generalized dimensions of instructional quality were observed from the perspective of students in English classrooms in Grade Seven and correlated with performance results on individual and classroom levels. Small and ambiguous effects align with previous research findings. It is argued that generalized dimensions of instructional quality hold a strong significance for educational assessment on a broader scale and that research on language learning should integrate research from educational psychology but should also add operationalizable SLA-relevant constructs.