Background: Recent developments in reading theory emphasize the significance of an interactive approach to reading comprehension in EFL contexts. This study investigates the role of teacher questioning strategies in promoting effective reading comprehension in EFL classrooms. Methodology: This qualitative classroom research studied teacher questioning and students' responses in reading comprehension classes using non-participant observation and interviews to assess the effectiveness of EFL teacher questioning. Findings: EFL teachers in reading classes used closed and open forms of display and referential questions. They employed questioning strategies such as translation, repetition, and pausing. Modifications included probing and rephrasing to improve students' engagement and comprehension. Conclusion: In conclusion, the study found that EFL teachers in reading comprehension courses used a range of effective questioning techniques, including translation, repetition, pausing, probing, and rephrasing, to enhance student engagement and comprehension. However, the use of complex or punishing questions can impede effective questioning. Originality: The novelty of this study lies in investigating the types of questions and strategies employed by EFL teachers in reading comprehension courses. Additionally, the study provides insight into the relationships among the different types of questions and strategies, and their effects on student engagement and comprehension.

Background: In today's globalized world, neo-colonialism exerts significant influence, particularly in political and economic spheres. This influence extends to English Language Teaching (ELT) in Indonesia, where the hegemony of a specific language test system has resulted in its overuse for multiple purposes. Methodology: This research employs a quantitative approach to design the Test of Academic English Proficiency (TAEP) for Indonesian non-native speakers, focusing on academic, business, and general settings. The four-step process includes participant selection, data collection, expert judgment, and test try-outs. Findings: The study results indicate that TAEP items are acceptable, with a high validity of .98 and reliability of .93. Four poor items require revision, while others effectively distinguish between good and poor test-takers. TAEP's content is balanced and relevant for assessing proficiency in academic, business, and general English. Conclusion: TAEP, meeting language test criteria and legally certified, has been utilized nationally and internationally, including by Bank of Indonesia, the Financial Service Authority of Indonesia (OJK), and Erasmus Mundus. This contributes to Indonesia's pursuit of independence from modern colonization. Originality: This study innovatively explores the underexamined relationship between neo-colonialism and language testing, addressing issues such as overdependence on specific tests, national spending burdens, and neglect of local linguistic and cultural contexts.