Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study
With this premise as a backdrop that effective use of questions in instructional practices is of vital importance in EFL classrooms, this study was undertaken to investigate teachers' perceived knowledge and their actual use of question types in grades 5-12 in Omani schools with reference to co...
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| Format: | Article |
| Language: | English |
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EuroJournals, Inc.
2015
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/30342/1/Perceptions%20and%20use%20of%20question%20types%20by%20TEFL%20teachers%20in%20Oman%20ABSTRACT.pdf |
| _version_ | 1825714336808566784 |
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| author | Moosa Ahmed Suyansah Swanto Wardatul Akmam Din |
| author_facet | Moosa Ahmed Suyansah Swanto Wardatul Akmam Din |
| author_sort | Moosa Ahmed |
| collection | UMS |
| description | With this premise as a backdrop that effective use of questions in instructional practices is of vital importance in EFL classrooms, this study was undertaken to investigate teachers' perceived knowledge and their actual use of question types in grades 5-12 in Omani schools with reference to cognitive questions, affective questions, display questions, referential questions, and interactional modifications. The present study made an attempt to look for differences among teachers in using questions based on their gender, nationality, and grade level. A total of 120 EFL teachers representing a percentage of 40% of the total population of all EFL male and female teachers in Dhofar region of Oman participated in this study. Data analysis showed that EFL teachers in Oman claim that they are highly knowledgeable about the use of different question types. However, the correlation between teachers' perceived knowledge with their actual use of question types varied according to the question type. Results also indicate that there are no significant differences regarding gender, nationality, and grade level in the use of question types. In view of the discussion of findings pedagogical implications are explored and recommendations made. |
| first_indexed | 2024-03-06T03:10:18Z |
| format | Article |
| id | ums.eprints-30342 |
| institution | Universiti Malaysia Sabah |
| language | English |
| last_indexed | 2024-03-06T03:10:18Z |
| publishDate | 2015 |
| publisher | EuroJournals, Inc. |
| record_format | dspace |
| spelling | ums.eprints-303422021-09-20T04:38:37Z https://eprints.ums.edu.my/id/eprint/30342/ Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study Moosa Ahmed Suyansah Swanto Wardatul Akmam Din LB1555-1602 Elementary or public school education With this premise as a backdrop that effective use of questions in instructional practices is of vital importance in EFL classrooms, this study was undertaken to investigate teachers' perceived knowledge and their actual use of question types in grades 5-12 in Omani schools with reference to cognitive questions, affective questions, display questions, referential questions, and interactional modifications. The present study made an attempt to look for differences among teachers in using questions based on their gender, nationality, and grade level. A total of 120 EFL teachers representing a percentage of 40% of the total population of all EFL male and female teachers in Dhofar region of Oman participated in this study. Data analysis showed that EFL teachers in Oman claim that they are highly knowledgeable about the use of different question types. However, the correlation between teachers' perceived knowledge with their actual use of question types varied according to the question type. Results also indicate that there are no significant differences regarding gender, nationality, and grade level in the use of question types. In view of the discussion of findings pedagogical implications are explored and recommendations made. EuroJournals, Inc. 2015 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/30342/1/Perceptions%20and%20use%20of%20question%20types%20by%20TEFL%20teachers%20in%20Oman%20ABSTRACT.pdf Moosa Ahmed and Suyansah Swanto and Wardatul Akmam Din (2015) Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study. European Journal of Social Sciences, 49. pp. 287-306. ISSN 1450-2267 https://www.europeanjournalofsocialsciences.com/issues/EJSS_49_3.html |
| spellingShingle | LB1555-1602 Elementary or public school education Moosa Ahmed Suyansah Swanto Wardatul Akmam Din Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study |
| title | Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study |
| title_full | Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study |
| title_fullStr | Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study |
| title_full_unstemmed | Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study |
| title_short | Perceptions and use of question types by TEFL teachers in Oman: a pedagogical study |
| title_sort | perceptions and use of question types by tefl teachers in oman a pedagogical study |
| topic | LB1555-1602 Elementary or public school education |
| url | https://eprints.ums.edu.my/id/eprint/30342/1/Perceptions%20and%20use%20of%20question%20types%20by%20TEFL%20teachers%20in%20Oman%20ABSTRACT.pdf |
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