The Use of Open Ended versus Closed Ended Questions in Turkish Classrooms

Çakır, Hamide; Cengiz, Özge

doi:10.4236/ojml.2016.62006

Cited by 31 publications

(24 citation statements)

References 22 publications

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“…For example, Lee and Kinzie's (2012) study pinpoints that open-ended questions pointed at reasoning and prediction were likely to generate students' responses illustrating cognition in a higher level. Besides, Çakır and Cengiz (2016) reveal that the opened-ended questions become an important means to involve children in conversations which are cognitively challenging and provoke higher-order thinking.…”

Section: Discussionmentioning

confidence: 99%

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

Ariska¹,

Gustine²,

Setyarini³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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Higher-Order Thinking Skills (HOTS) has been mandated in the 2013 Curriculum in Indonesia. Despite a growing number of studies on how HOTS and the 2013 Curriculum are interrelated, only a few studies on how students particularly in a lower level of education have reported their classroom experience with HOTS especially with the help teacher's feedback. Therefore, this study aims at revealing how to promote students' higher-order thinking skills through teacher's feedback. A qualitative research was employed to investigate the phenomenon and one English teacher, and 31 students were involved as participants who were observed and interviewed. The findings showed that teacher implemented four models when assisting students in increasing their HOTS: (1) discussing students' reasoning; (2) providing feedback which functions as scaffolding; (3) offering feedback to students' responses with praise along with "what" questions; and (4) giving suggestions for the students' improvement transformed into challenges.

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Section: Discussionmentioning

confidence: 99%

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

Ariska¹,

Gustine²,

Setyarini³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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“…The findings illustrated that the classroom interaction consisted of mostly yes/no questions and short-answer questions, followed by open-ended questions, display questions, and referential questions. Çakır and Cengiz (2016) conducted a study to see how a training program on open-ended questions motivated teachers to develop their classroom practice. The analysis showed that the training program encouraged teachers to apply a more systematic and reflective pedagogical practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Yabancı Dil Öğretmenlerinin Soru Türleri ve Pedagojik Hedefler Konusunda Farkındalığını Arttırmak: Mikro Bağlamlara Göre Analiz

Şimşek

Gönen

2020

Language Teaching and Educational Research

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Questioning is one of the most frequent strategies used by teachers during classroom interaction. Therefore, teachers employ different type(s) of questions during classroom interaction due to the uniqueness of each language classroom. This study was conducted to identify the question types asked by teachers and discover the pedagogical goals of these questions. Besides, teachers' opinions regarding question types they asked during classroom were investigated. A mixedmethod research design was followed. Quantitative data was gathered through a descriptive analysis of questions types used in the classroom. Qualitative data was obtained via semi-structured interviews and stimulated recalls based on classroom observations. Three EFL teachers working at a private university preparatory school participated in this study. Their classes were observed by one of the researchers three times. The video and audio recordings were analyzed and then semistructured interviews and stimulated recalls were carried out. The results of the study yielded that referential and display questions were the two most common question types. While referential questions were common in classroom context mode, display questions were much more common than referential questions in materials mode. The number of referential questions mostly doubled the number of display questions in classroom context mode. Even though teachers are not aware of the name of the question types, they use the questions based on the pedagogic goals of the classroom.

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“…Although all these mentioned indicate correct uses, teachers further stated that they use divergent questions to determine whether students comprehend certain concepts, to activate their prior knowledge and to ensure that students express themselves. However, using convergent questions for the previously-mentioned purposes is easier and more reasonable (Bulent et al, 2016;Çakır & Cengiz, 2016). Therefore, based on the results of the study, the type of Batam elementary school teacher questions needs to be improved.…”

Section: Implementedmentioning

confidence: 99%

Teacher’s questioning skills and students’ responses in science subject based on parenting style perspectives

Sari

Hasibuan

2019

JPBI

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Parenting styles were considered as one of important factors in determining students’ performance in science, especially in elementary school. This study aimed to explain the teacher's questioning skills and student’ responses in science subject based on parenting styles in elementary schools in Batam. This descriptive qualitative research was conducted in the first semester of academic year 2017/2018 and involved four classroom teachers and 109 students. The data collection techniques used were questionnaire and observation. The findings of this study showed that the teacher questioning skills in science subject in elementary schools in Batam were good enough. Meanwhile, the highest frequent parenting style used was authoritarian (94.83%). Yet the style led the students to be less active in learning processes.

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The Use of Open Ended versus Closed Ended Questions in Turkish Classrooms

Cited by 31 publications

References 22 publications

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

Yabancı Dil Öğretmenlerinin Soru Türleri ve Pedagojik Hedefler Konusunda Farkındalığını Arttırmak: Mikro Bağlamlara Göre Analiz

Teacher’s questioning skills and students’ responses in science subject based on parenting style perspectives

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