<p>Existing studies on classroom questioning tend to focus on exploring effective teacher’s questioning in classroom learning and finding the relationship between questioning behavior and students outcomes, however, there has been scarce research on teacher questioning as a formative assessment strategy. It investigated how teachers deployed questions to stimulate student thinking, uncover students’ current level of learning, and allow responses to inform pedagogic decisions. The research method was classroom observations. This article highlights the practice of one experienced teacher who conducted quality questioning to gauge and facilitate learning. It also provides practical insights into how questioning can be developed as a formative assessment method and recommends equipping teachers with further knowledge and skills to carry out effective questioning.<br /><br /></p>

This conceptual paper shares the idea of the hypothetical activities of teacher questioning roles in facilitating EFL students’ learning. Evidence is mounting that teacher questions can assist EFL students in various purposes in teaching learning process. The teacher tends to deliver a simple to complex level of question, in order the discussion can run smoothly. Despite this, a various of good questions will not guarantee that the interactive classroom will be created, the appropriate teacher roles in deploying question is a need.Teachers play different roles when they ask different questions, and these roles affect students’ learning. It can be developed by considering; the contents to be taught, the types of questions to be deployed, the role of teacher to be possed and the tasks chosen. The blueprint of the teacher questioning activities can be used in conducting effective classroom questioning.