Teacher’s Questioning Strategies in Efl Classroom Interaction

Abstract

This paper aims to identify and investigate questioning strategies used by teachers in EFL classroom interaction The data were collected by qualitative research in 2015 from a university teacher of STKIP YPUP Makassar by using classroom observation and interview the teachers and students. To analyze the data, the researcher used three key stages by Miles and Huberman (1994) namely data reduction, data display, and conclusion drawing/verification. The findings show that the teacher applied questioning-planning strategies, question-controlling strategies, and nomination strategies. There was a new questioning strategy that was found, named endless-questioning strategy. The teacher applied his questioning strategies by asking questions to an individual student, pair students, and the whole class. The teacher mostly applied it to an individual student and the whole class rather than to pair students.

Teachers’ Perceptions on Questioning Strategies at Pre-Speaking Stage in EFL Classroom Interaction – A Case of a University of Mekong Delta

“…Ross (1860), cited in Fatmawati et al (2020), proposed two main goals for teacher questions: assessing whether students understand the material and having them apply what they have learned. Willen (1991, as cited in Fatmawati et al, 2020 also stated that even though the two main goals of teachers are to assess students' comprehension and help them apply knowledge in a critical way.…”

“…In the article "Teacher's questioning strategies in EFL classroom interaction" (Fatmawati et al, 2020), the researchers showed that this article aims to identify and examine teachers' questioning strategies in EFL classroom interactions. The researcher used three major techniques to analyze the data: data reduction, data display, and conclusion drawing/verification.…”

“…To identify and examine instructors' questioning methods in EFL classroom interactions, in the article "Teacher's questioning strategies in EFL classroom interaction" (Fatmawati et al, 2020), the researchers gathered information from a university instructor at STKIP YPUP Makassar in 2015. The researchers used classroom observation and interviews with teachers and students in a qualitative study.…”

Empowering Educators to Sustain Reflective Teaching Practices: The Validation of Instruments

“…Introduce the questioning strategy by modeling how to ask different types of questions about the text, such as literal, inferential and evaluative questions [80].…”

“…Ask higher-level follow-up questions that require students to evaluate the text, make connections to their own experiences or consider alternative perspectives [80].…”