Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability
The current emphasis on questioning techniques has inspired many EFL teachers to explore the impact of applying different pedagogical teaching strategies on the enhancement of thinking skills. Therefore, the present study aims to investigate the influence of using higher order questioning technique...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2020-11-01
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| Series: | Journal of Language and Cultural Education |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/jolace-2020-0015 |
| _version_ | 1818472161110654976 |
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| author | Faravani Akram Taleb Ensie |
| author_facet | Faravani Akram Taleb Ensie |
| author_sort | Faravani Akram |
| collection | DOAJ |
| description | The current emphasis on questioning techniques has inspired many EFL teachers to explore the impact of applying different pedagogical teaching strategies on the enhancement of thinking skills. Therefore, the present study aims to investigate the influence of using higher order questioning technique on the listening comprehension achievement and critical thinking ability of Iranian intermediate EFL learners. To reach this end, 40 participants in 4 intact classes in Kish Air Language institute in Mashhad were selected and divided in two groups to be assigned into experimental and control group. The experimental group received higher order questions based on Bloom’s Taxonomy classification for 12 sessions. A pretest and a posttest of English listening comprehension test of TOEFL (TOEFL PBT) and California Critical Thinking Skill Test (CCTST) were administrated in both groups. 2 Independent sample t-tests were utilized to examine the data. Sample t-tests were run to compare the experimental and the control group means on the pretest and posttest of listening comprehension and critical thinking tests. The results surmised that there was a statistically significant difference between the pretest and posttest scores regarding listening comprehension and critical thinking in the experimental group. The results imply that using higher order questions as an instructional technique can enhance learners’ listening comprehension achievement and critical thinking ability. |
| first_indexed | 2024-04-14T04:02:57Z |
| format | Article |
| id | doaj.art-af90d0e1af6940968fd79e74ac34d62d |
| institution | Directory Open Access Journal |
| issn | 1339-4584 |
| language | English |
| last_indexed | 2024-04-14T04:02:57Z |
| publishDate | 2020-11-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Journal of Language and Cultural Education |
| spelling | doaj.art-af90d0e1af6940968fd79e74ac34d62d2022-12-22T02:13:30ZengSciendoJournal of Language and Cultural Education1339-45842020-11-01829411310.2478/jolace-2020-0015Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking abilityFaravani Akram0Taleb Ensie1Islamic Azad University in Mashhad, IranIslamic Azad University in Mashhad, IranThe current emphasis on questioning techniques has inspired many EFL teachers to explore the impact of applying different pedagogical teaching strategies on the enhancement of thinking skills. Therefore, the present study aims to investigate the influence of using higher order questioning technique on the listening comprehension achievement and critical thinking ability of Iranian intermediate EFL learners. To reach this end, 40 participants in 4 intact classes in Kish Air Language institute in Mashhad were selected and divided in two groups to be assigned into experimental and control group. The experimental group received higher order questions based on Bloom’s Taxonomy classification for 12 sessions. A pretest and a posttest of English listening comprehension test of TOEFL (TOEFL PBT) and California Critical Thinking Skill Test (CCTST) were administrated in both groups. 2 Independent sample t-tests were utilized to examine the data. Sample t-tests were run to compare the experimental and the control group means on the pretest and posttest of listening comprehension and critical thinking tests. The results surmised that there was a statistically significant difference between the pretest and posttest scores regarding listening comprehension and critical thinking in the experimental group. The results imply that using higher order questions as an instructional technique can enhance learners’ listening comprehension achievement and critical thinking ability.https://doi.org/10.2478/jolace-2020-0015bloom’s taxonomycritical thinkinghigher order questioning techniquelistening comprehension ability |
| spellingShingle | Faravani Akram Taleb Ensie Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability Journal of Language and Cultural Education bloom’s taxonomy critical thinking higher order questioning technique listening comprehension ability |
| title | Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability |
| title_full | Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability |
| title_fullStr | Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability |
| title_full_unstemmed | Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability |
| title_short | Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability |
| title_sort | teachers use of bloom s higher order questions in class to augment efl learners listening comprehension and critical thinking ability |
| topic | bloom’s taxonomy critical thinking higher order questioning technique listening comprehension ability |
| url | https://doi.org/10.2478/jolace-2020-0015 |
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