The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis

Al-Zahrani, Mona Yousef; Al-Bargi, Abdullah

doi:10.5539/elt.v10n6p135

Cited by 36 publications

(35 citation statements)

References 19 publications

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“…As regards making connection principle, posing leading questions to students is useful in the context o f English learning with interculturality in order to guide students to connect their schemata to the related topic o r issue brought in the classroom, and also to connect alongside to reorganize their cultural perspectives towards others' cultural perspectives. In addition, other merits beyond the us e of leading questions are also proposed by Çakmak (2009) and Hamiloglu and Temiz (2012). Those merits extend to triggering interest as well as curiosity pertinent to the given topic, guiding the focus on a certain point, build ing an active engagemen t in learning, triggering students to ask and answer one another, probing into certain problems the students confront with, opening chances for students to express their ideas and feelings, and facilitating students to connect and reflect on part icular information.…”

Section: English Teaching Practices Undertaken By Tertiary English Stmentioning

confidence: 98%

Tertiary English students’ attitude towards intercultural language learning

Morganna¹,

Sumardi

Tarjana

2020

Indonesian J. Appl. Linguist.

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The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.

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Section: English Teaching Practices Undertaken By Tertiary English Stmentioning

confidence: 98%

Tertiary English students’ attitude towards intercultural language learning

Morganna¹,

Sumardi

Tarjana

2020

Indonesian J. Appl. Linguist.

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“…Students become more confidence in a classroom when they can answer their teacher questions correctly (Fakeye, 2007). Teacher's questions also can be a useful way to start and maintain conversation and interaction in the classrooms (Al-Zahrani & Al-Bargi, 2017;Farahian & Rezaee, 2012). The interaction is expected in a smooth relaxing during teaching learning process.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Another function of the teachers' questions is that they can promote feedbacks. Teachers tend to ask questions before giving feedbacks and suggestions on the students' learning problems (Al-Zahrani & Al-Bargi, 2017). The teachers are there to provide students help when they need assistance.…”

Section: Findings and Discussionmentioning

confidence: 99%

Teachers’ Questions in Indonesian Efl Classroom

Ahmadi

Kurniawan

2020

JL3T

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Despite the abundant advantages of teacher's questions, teachers still do not gain any benefits from them as they face many challenges in posing them. However, teachers who pose questions as a part of the teaching-learning strategy in the class may gain different outputs. A descriptive qualitative study is carried out to find out the types of questions that dominantly posed by a teacher in the intensive listening course at an institute of Islamic studies in Ponorogo. A lecturer and her class took part as participants on the study. Class observations, videotape observation, and interviews were utilized to gather the data. The revised Bloom’s taxonomy process verbs, assessment and questioning strategies was employed to analyze the data. The finding shows that the lecturer spent 73.8 percent of her questions on remembering, 17.8 percent on the understanding level, 5.9 percent on analyzing, and 2.9 percent on the evaluating level. It indicates that her questions were dominated by a low level of thinking skill.

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“…Teacher questions provide an opportunity for the students to use English, compelling students to think and learn, which helps them to comprehend the materials and communicate using the language they are learning (Erlinda and Dewi, 2016). There are studies about teacher questions and most of them investigate teacher question types and their influence on students (e.g., Affandi, 2016;Al-Zahrani and AL-Bargi, 2017;David, 2007;Erlinda and Dewi, 2016;Halim and Mazlina, 2018;Hamel, et al, 2020;Lillydahl, 2015;Qashoa, 2013;Ruddick, 2011;Shen, 2012;Shu, 2014;Tan, 2007;Wright, 2016;Yang, 2010). Little research has been found regarding the mediated-learning behaviors involved in different types of questions.…”

Section: Introductionmentioning

confidence: 99%

Teacher Questions: Mediated-Learning Behaviors Involved in Teacher-Student Interaction During Whole-Class Instruction in Chinese English Classrooms

Hui-fang

Gillies

2021

Front. Educ.

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Teacher questions have long been considered important in mediating students’ learning in language classrooms. This paper examined the mediated-learning behaviors involved in teacher questions during whole-class instruction in high schools of China. Five lessons of different topics were observed. Conversation analytic approach was applied to analyze teachers’ verbal interactions with students during whole-class teaching. Teachers’ questions and students’ responses were transcribed and categorized as display questions or referential questions. The mediated-learning behaviors involved in the two types of questions were discussed by presenting six sessions of interaction. The study investigated which question type initiated the interaction involving more variety of mediated-learning behaviors and what pedagogical implications this may have for teacher questioning techniques that enhance student learning. The study found the interactions initiated by referential questions contain more varieties of mediated-learning behaviors. This study suggests that teachers need to be encouraged to use referential questions more frequently whether in display interactions or in referential interactions.

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The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis

Cited by 36 publications

References 19 publications

Tertiary English students’ attitude towards intercultural language learning

Tertiary English students’ attitude towards intercultural language learning

Teachers’ Questions in Indonesian Efl Classroom

Teacher Questions: Mediated-Learning Behaviors Involved in Teacher-Student Interaction During Whole-Class Instruction in Chinese English Classrooms

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