Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia
Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's qu...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Institut Agama Islam Negeri (IAIN) Palangka Raya
2023-08-01
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| Series: | Journal on English as a Foreign Language |
| Subjects: | |
| Online Access: | https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/6280 |
| _version_ | 1827794407547469824 |
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| author | Nurti Rahayu Dwi Sloria Suharti |
| author_facet | Nurti Rahayu Dwi Sloria Suharti |
| author_sort | Nurti Rahayu |
| collection | DOAJ |
| description | Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom. |
| first_indexed | 2024-03-11T18:33:22Z |
| format | Article |
| id | doaj.art-e0eb5007b96b401da13afcbdffef4695 |
| institution | Directory Open Access Journal |
| issn | 2088-1657 2502-6615 |
| language | English |
| last_indexed | 2024-03-11T18:33:22Z |
| publishDate | 2023-08-01 |
| publisher | Institut Agama Islam Negeri (IAIN) Palangka Raya |
| record_format | Article |
| series | Journal on English as a Foreign Language |
| spelling | doaj.art-e0eb5007b96b401da13afcbdffef46952023-10-13T09:06:48ZengInstitut Agama Islam Negeri (IAIN) Palangka RayaJournal on English as a Foreign Language2088-16572502-66152023-08-0113242745110.23971/jefl.v13i2.62801566Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in IndonesiaNurti Rahayu0Dwi Sloria Suharti1Universitas Pendidikan Indonesia, Bandung; Institut Pariwisata Trisakti, Jakarta,Universitas Pendidikan Indonesia, Bandung; Universitas Muhammadiyah Tangerang, Tangerang,Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom.https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/6280classroom discourse analysisefl teacherquestioning strategiesverbal responsesvocational school |
| spellingShingle | Nurti Rahayu Dwi Sloria Suharti Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia Journal on English as a Foreign Language classroom discourse analysis efl teacher questioning strategies verbal responses vocational school |
| title | Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia |
| title_full | Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia |
| title_fullStr | Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia |
| title_full_unstemmed | Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia |
| title_short | Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia |
| title_sort | portraying efl teacher s questioning strategies and practices the case of a vocational school in indonesia |
| topic | classroom discourse analysis efl teacher questioning strategies verbal responses vocational school |
| url | https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/6280 |
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