EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective?
Keywords:
questioning, probing, reinforcement, rephrasing, redirecting
Abstract
Evidence is mounting that teacher question can assist EFL students in various purposes in teaching learning process. However, teacher’s lack of knowledge about questioning taxonomy could become a failure in leading students’ learning. This study investigates questioning strategies, the taxonomy of questions-type, and their application by teacher in advanced prose class, to scaffold students’ learning. Classroom observations, field notes and videotape recording, were employed to collect the data. Findings indicate that among four types of questioning strategies, redirecting was the most frequently used to initiate students’ responses and to probe more into students’ understanding. Other findings show that low-cognitive questions were common. Of those, knowledge-based questions were the most frequently used to confirm students’ understanding of the materials they learnt, but, the higher-level questions were rarely used. It was also found that teacher employed questioning strategies ineffectively to manage the class; insufficient time responded to a complex level of questions; the number of questions created confusion. Some changes to create effective classroom questioning and a stronger connection between the level of question and the questioning strategies are discussed.References
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Shen, P and Yodkhumlue, B. (2010). “Teacher’s Questioning and Students’ Critical Thinking in College EFL Reading Classroom”. Paper presented on the 8th International Postgraduate Research Colloquium: Interdisciplinary Approach for Enhancing Quality of Life IPRC Proceedings, Pp. 44-53.
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Wragg, E. C & Brown, G. (2001). Questioning in the Secondary School. New York: Routledge.
Bloom, B.S. (Ed). (1956). Taxonomy of Educational Objectives: Handbook I Cognitive Domain. New York: David McKay Company.
Blosser, Patricia. (2000). How to Ask the Right Questions. USA: National Science Teacher Association.
Bond, Nathan. (2007). Questioning Strategies That Minimize Classroom Management Problem. Kappa Delta PI Record.
Bonne, R. & Pritchard, L. (2009). “Teacher Researchers Questioning their Practice”. Mathematics: Essential Research, Essential Practice — Volume 1.Pp. 133-142.
Brown, G. (1975). Micro Teaching a Programme of Teaching Skills. London: Methuen Co Ltd.
Brualdi, A. C. (1998). “Classroom Questions: Practical Assessment, Research & Evaluation”. Available at http://pareonline.net/getvn.asp?v=6&n=6. Retrieved on July 25, 2012
Cakmak, M. (2009). “Pre-Service Teachers’ Thoughts about Teachers’ Questions in Effective Teaching Process”. Elementary Education Online, 8(3), Pp. 666-675. http://ilkogretim-online.org.tr
Cotton, Kathleen. (2007). “Classroom Questioning”. Paper presented in North West Regional Education laboratory, Kansas.
Creese, Angela. (2005). Teacher Collaboration and Talk in Multilingual Classroom. Canada : Cromwells Ltd.
Cresswell, J.W. (2012). Educational Research; Planning, Conducting, Evaluating Quantitative and Qualities Research 4th ed. London: Pearson Education Inc.
Ellis, Rod. (1997). Second Language Acquisition. Oxford: Basil Blackwell Ltd.
Eng Ho, D.G. (2005). “Why Do Teachers Ask The Questions They Ask?”. RELC Journal Vol 36 (3). Retrieved on November 11, 2005. http://rel.sagepub.com/content/36/3/297
Fisher, R. (2009). Creative Dialogue: Talk for Thinking in the Classroom. Newyork: Routledge.
Freiberg, H. J & Driscoll A. (1992). Universal Teaching Strategies. London: Allyn and Bacon.
Goodwin, S.S., sharp, G.W., Cloutier, E.F., Diamond, N.A., and Dalgaard, K.A. (1992). Effective Classroom Questioning. University of Illinois-Urbana: Office of Instructional and Management Services.
Lynch, T. (1991). “Questioning Roles in The Classroom”. ELT Journal, 45(3) July 1991. Pp. 201 -210.
Maybery, Sally C & Hartle, Lynn. (2003). Teacher’s Guide to Frequently Asked Question. Oxford: The Scarecrow Press Inc.
Miles, M.B and Huberman, A.M. (1994). Qualitative Data Analysis 2nd Ed. London : Sage Publication.
Sadker, D & Sadker, M. (2010).“Questioning Skills in Classroom Teaching Skills”. In Cooper, JamesM (Ed). Classroom Teaching Skill 9thed. Boston: Houghton NIFFLIN Company.
Shen, P and Yodkhumlue, B. (2010). “Teacher’s Questioning and Students’ Critical Thinking in College EFL Reading Classroom”. Paper presented on the 8th International Postgraduate Research Colloquium: Interdisciplinary Approach for Enhancing Quality of Life IPRC Proceedings, Pp. 44-53.
Tan, Z.T. (2007). “Questioning in Chinese University EL Classrooms: what lies Beyond It?”. RELC Journal, 38(1). Pp.87-103.
Wong, R. (2010). “Classifying Teacher Questions In EFL Classroom: Question Types And Their Proper Use”. TESOL in Context, 20(1). Pp.37-57.
Wragg, E. C & Brown, G. (2001). Questioning in the Secondary School. New York: Routledge.
Published
2019-06-11
How to Cite
Milawati, M., & Suryati, N. (2019). EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective?. Dinamika Ilmu, 19(1), 37-55. https://doi.org/10.21093/di.v19i1.1545
Section
Articles
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