On the Significance of Questioning in Learning Activity

Chudinova, E V

doi:10.17759/pse.2020250406

Cited by 1 publication

(2 citation statements)

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“…These benefits, to a large extent, were also perceived and pointed out by the TOEFL iBT instructors. Such results support several related studies reporting similar findings regarding the benefits of questioning in the academia such as showing the students' level of language knowledge and proficiency (Chudinova, 2020;Rezvani & Sayyadi, 2015), letting them benefit from their peers' varied explanations (Almeida, 2012), inducing them to be reflective about their ideas (Cotton, 2004), and helping them to comprehend and subsume new knowledge into knowledge already acquired (Robinson & Song, 2019).…”

Section: Questioning As a Significant Target Task Practicesupporting

confidence: 88%

“…The related literature is replete with studies scrutinizing the benefits of questioning in the academia (e.g., Almeida, 2012;Chudinova, 2020;Cotton, 2004;Rezvani & Sayyadi, 2015). Cotton (2004), for example, argued in his study that learners' questions can generate interest in new subjects, ideas, and challenges and induce them to be reflective about their ideas.…”

Section: Literature Reviewmentioning

confidence: 99%

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Questioning in TOEFL iBT speaking test: a case of washback and construct underrepresentation

Sayyadi

Rezvani

2021

Lang Test Asia

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Admission in English-medium universities or institutions of higher education depends on the results obtained by candidates in large-scale proficiency tests including Test of English as a Foreign Language (TOEFL) internet-based test (iBT). The structure and administration procedure of the TOEFL iBT speaking test leaves no room for carrying out reciprocal interactions and, consequently, examining applicants’ questioning ability. This study highlights the significance of non-native students’ skills to ask oral English questions in academic contexts as experienced by non-native graduates from English-medium universities and in the view of Iranian TOEFL iBT instructors. Further, the washback of the absence of the skill in the TOEFL iBT test was investigated in speaking preparation classes. Twelve non-native graduates and nineteen Iranian TOEFL iBT instructors participated in the study. They were all interviewed about the significance of oral questioning. The instructors’ views were also sought about the consequences of the disregard of questioning in the test. To triangulate the data, two classes of the instructors were also observed. Classroom observations and interviews were analyzed through content analysis. The results indicated that the participants generally assumed questioning as indispensable in academic interactions. Despite their acknowledgment of its significance, as both the interviews and observations unveiled, the instructors, however, tended not to work on their students’ questioning because of the absence of the skill in the test, the students’ reluctance, limited preparation time, and dependence of their professional reputation on the test results rather than target situation performance. The study further discusses the implications of the findings for the test construct representation and preparation courses.

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Section: Questioning As a Significant Target Task Practicesupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%