Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability

Feng, Zhiwen

doi:10.5430/jct.v2n2p147

Cited by 34 publications

(38 citation statements)

References 23 publications

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“…More studies conducted in the field of reading, indicated that those instructional strategies which stimulate learners' higher levels of thinking like questioning strategies have been found to be successful in improving critical thinking skills. This is done through enhancing students' thought below the surface of things to push them to deal with more complex content (Marzuki, Alim, & Wekke, 2017;Samelian, 2017;Rashid & Qaisar, 2016;Lewis, 2015;Feng, 2013).…”

Section: Review Of Literaturementioning

confidence: 99%

Measuring the Effect of Cognitive and Metacognitive Questioning Strategies on EFL Learners’ Reading Comprehension in Understanding, Critical Thinking and the Quality of Schema at the University of Hail-KSA

Salameh¹,

Salameh²,

Al-Emami³

2019

IJEL

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It was found out that the cognitive and the metacognitive strategies which enable students to use their prior knowledge or schemata increase the level of students’ engagement in the learning process and thus stimulate their critical thinking and a greater awareness of other perspectives in reading. Therefore, this study which is based on the main principles of the schema theory aims at training EFL learners at the University of Hail on making connections between their prior knowledge and the reading text to improve students’ understanding, critical thinking, and the quality of schema. Five questioning strategies were incorporated to make training more effective: KWL, questioning the author, self-questioning, guided questions, and making connections strategy such as self-to text connections, text-to text connections and text to world connections. The sample of the study consists of two groups: experimental and control. A schema-based test was designed to measure the students’ achievement before and after the experiment. The results then were analyzed by t-test. It was found out that the type of instruction that students receive affects reading comprehension. And thus, teaching students to use cognitive and metacognitive strategies enables effective reading comprehension.

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Section: Review Of Literaturementioning

confidence: 99%

Measuring the Effect of Cognitive and Metacognitive Questioning Strategies on EFL Learners’ Reading Comprehension in Understanding, Critical Thinking and the Quality of Schema at the University of Hail-KSA

Salameh¹,

Salameh²,

Al-Emami³

2019

IJEL

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“…These kinds of assessment will offer significant feedback for teachers as they support their students' development of HOTS. In addition, Feng (2013) states that EFL teachers should be experts at developing higher order questions to develop their students' critical thinking ability. He, further, says that the questions teachers ask decide the way in which their students' thinking goes.…”

Section: Introductionmentioning

confidence: 99%

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Tyas

Nurkamto

Marmanto

et al. 2019

International Conference on Future of Education

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The significance of critical thinking as one of the 21 st century skills makes the Indonesian Ministry of Education and Culture integrate Higher Order Thinking Skill (HOTS) in the latest national curriculum. It requires teachers, as the curriculum implementers, facilitate students to be critical thinkers through the teaching and learning activities. Besides, the teachers need to have competence in developing HOTS -based questions in order to assess the students' HOTS. However, teachers' ability in this field is still disappointing. The aim of this study was to investigate the challenges faced by Indonesia English as Foreign Language (EFL) teachers in developing HOTSbased questions. The study employed qualitative method and made use of questionnaire to collect the data. The research participants were EFL teachers of secondary school level in some different regions in Indonesia. The findings showed that, despite the importance of HOTS, some factors were claimed as challenges for the teachers in developing HOTSbased questions, among others was the teachers' varied-perceptions towards HOTS. The challenges were classified into three aspects, namely teachers' aspect, teaching and learning aspects, and students' aspect. Hence, the conclusion was drawn to improve educational practice and as insights for educational stakeholders and policy makers.

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“…Also, Wangru (2016, p. 144) states that teacher can use questioning to control the interactions that happen in the class since it can activate students' thought, expand students' recognition and maintain the students' to participate in the class. The role of teachers' questions in higher order, that is, questions that inscribe the top cognitive processes in Bloom's Taxonomy, i.e., analysis, synthesis and evaluation questions, in improving EFL students' critical thinking ability (Feng, 2013). As stated by Harmer (2000), it is a crucial part of the teacher to make the students speak using the language they are learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

Drajati

2018

JSSH

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Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students' fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students' speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students' fluency.

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Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability

Cited by 34 publications

References 23 publications

Measuring the Effect of Cognitive and Metacognitive Questioning Strategies on EFL Learners’ Reading Comprehension in Understanding, Critical Thinking and the Quality of Schema at the University of Hail-KSA

Measuring the Effect of Cognitive and Metacognitive Questioning Strategies on EFL Learners’ Reading Comprehension in Understanding, Critical Thinking and the Quality of Schema at the University of Hail-KSA

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

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