Questioning: a path to student learning experience

Abstract

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Do Teacher Questions Function as Assessment for Learning?

“…in feedback or meaning negotiation process. In this respect, this findings echoed the previous studies confirming that students' response and deeper thinking represented by stating the formula of present perfect tense could be facilitated as teacher questions meet certain criteria of the difficulty of discourse and syntactical complexity of questioning (Durrleman & Franck, 2016;Hill, 2016;Harvey & Light, 2015;Ozuem & Lancaster, 2015;Stivers, 2018).…”

“…In addition, teacher follow-up actions should be purposeful mediation of students' learning goals (Black & Wiliam, 2018;Hill, 2016;Jiang, 2014). Yet, to have an effective questioning, there is a need for students to interpret received massage and proceed or respond it (Cooke, 2013;Cowie & Moreland, 2015;Halbach, 2015;Jr & Stout, 2014;Ozuem & Lancaster, 2015;Richards, Conway, Roskvist, & Harvey, 2013;Winstone & Boud, 2020). In this regard, student roles might be of benefit toward the successfulness of questioning in feedback activity.…”

“…In this respect, they would invite such students' response and deeper thinking as they have certain criteria of the difficulty of discourse and syntactical complexity level. In this context, the complexity of questioning might determine students' verbal response both cognitively and discursively (Durrleman & Franck, 2016;Ozuem & Lancaster, 2015;Stivers, 2018).…”

Pragmatic Strategy of Indonesian English Teachers in Questioning

“…Furthermore, as has been noted that there is a close relation between questioning strategy, learners learning achievement, and the application in teaching-learning situations. The responses generated from questioning types help teachers realign their teaching and interactional features in response to the needs of learners (Ozuem & Lancaster, 2015). This implicitly means that the choice of questioning and its function must facilitate learner responses and reflect the teacher's way of teaching in eliciting and enlarging the talk.…”

The HEXACO, academic motivation and learning approaches: evidence from a central Asian country

“…Given the role of academic education in the development of competitive human resources, educational reform has become a priority for governments and policy makers in emerging and transition economies (Bajada et al , 2016; Lau et al , 2019; Ozuem and Lancaster, 2015). Most educational reforms aim to improve the academic environment and provide a better learning experience to facilitate students' learning processes (Keinanen and Kairisto-Mertanen, 2019; Yousef, 2018).…”