EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective?
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 q...
| Main Authors: | , |
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| Format: | Article |
| Language: | Arabic |
| Published: |
Institut Agama Islam Negeri (IAIN) Samarinda
2019-06-01
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| Series: | Dinamika Ilmu |
| Subjects: | |
| Online Access: | https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu/article/view/1545 |
| _version_ | 1817997723185446912 |
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| author | Milawati Milawati Nunung Suryati |
| author_facet | Milawati Milawati Nunung Suryati |
| author_sort | Milawati Milawati |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-14T02:42:34Z |
| format | Article |
| id | doaj.art-99bd5581c7224c81a6e54f3254835907 |
| institution | Directory Open Access Journal |
| issn | 1411-3031 2442-9651 |
| language | Arabic |
| last_indexed | 2024-04-14T02:42:34Z |
| publishDate | 2019-06-01 |
| publisher | Institut Agama Islam Negeri (IAIN) Samarinda |
| record_format | Article |
| series | Dinamika Ilmu |
| spelling | doaj.art-99bd5581c7224c81a6e54f32548359072022-12-22T02:16:51ZaraInstitut Agama Islam Negeri (IAIN) SamarindaDinamika Ilmu1411-30312442-96512019-06-01191375510.21093/di.v19i1.1545745EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective?Milawati Milawati0Nunung Suryati1Politeknik negeri maduraPostgraduate Program, Malang, East JavaEvidence 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.https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu/article/view/1545questioning, probing, reinforcement, rephrasing, redirecting |
| spellingShingle | Milawati Milawati Nunung Suryati EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective? Dinamika Ilmu questioning, probing, reinforcement, rephrasing, redirecting |
| title | EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective? |
| title_full | EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective? |
| title_fullStr | EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective? |
| title_full_unstemmed | EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective? |
| title_short | EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective? |
| title_sort | efl teacher s oral questioning are her questions and strategies effective |
| topic | questioning, probing, reinforcement, rephrasing, redirecting |
| url | https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu/article/view/1545 |
| work_keys_str_mv | AT milawatimilawati eflteachersoralquestioningareherquestionsandstrategieseffective AT nunungsuryati eflteachersoralquestioningareherquestionsandstrategieseffective |