Report: Phan Thị Phúc 23112003
Phan Thị Phúc 23112003
by Phan Thị Phúc
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Report: Phan Thị Phúc 23112003
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Report: Phan Thị Phúc 23112003
Phan Thị Phúc 23112003
Teachers's effective questioning strategies to promote productive learning in
EFL classes: A case study at Phan Boi Chau High School in Phu Yen Province
Full name: Phan Thị Phúc
Class: English Teacher Education K44A
Student ID: 4457010130
Topic:
In the age of globalization, English has emerged as the most extensively used
language internationally. The major goal of studying English as a foreign
language (EFL) is to not only understand the grammar of the language but also
to communicate directly in it. The most common difficulty in EFL classrooms is
a lack of speaking practice for students. Numerous factors could be to blame,
such as teachers not providing enough opportunities for students to speak
English or some teachers spending more time teaching grammar than
encouraging their students to use the language. As a result, a lot of students
use passive English.
Many researchers have shown that EFL teachers‟ questioning highly influences
their students‟ speaking ability. One way to encourage students to engage in
the learning process effectively is through the good use of questioning
strategies in the classroom. This is because the types of questions a teacher
poses can yield various results; they may trigger an active classroom. As a
result, teachers are encouraged to use appropriate strategies to attract their
students' learning attention.
Based on those reasons, this research aims to investigate the topic: Teachers's
effective questioning strategies to promote productive learning in EFL classes:
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Report: Phan Thị Phúc 23112003
A case study at Phan Boi Chau High School in Phu Yen Province.
Definition of Question
According to Linch (1991), a question is a command or interrogative expression
used to elicit information or response or to test knowledge.
Long & Sato (1983) states that a question is a linguistic expression used to
request information, or the request made using such an expression. So, the
information requested may be provided in the form of an answer. In classroom
settings, teacher's questions are defined as instructional cues or stimuli that
convey to students the content elements to be learned and directions for what
they are going to do and how they are going to do it.
Definition of Questioning Strategies
According to Shaunessy (2005), questioning strategies are essential for the
development of critical thinking, creative thinking, and higher-level thinking
abilities.
Wu (1993) offered five questioning strategies that teachers can use to elicit
verbal
responses from students, namely; a) Rephrasing refers to the act of expressing
something differently, using alternative words or sentence structures while
maintaining the original meaning, b) Simplification refers to the process of
making something simpler, c) Repetition refers to the act of repeating
something, d) Decomposition refers to the process of breaking down or
separating something into its constituent parts, e) Probing refers to the act of
asking follow-up questions to gather deeper insights.
Methods
3.1. Research Context and Participants
This research was conducted at Phan Boi Chau Secondary School in Phu Yen
province. The participants in the research were two English teachers in Years
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Report: Phan Thị Phúc 23112003
10 and 11. They are coded as Ss (i.e., students), S1 (student 1), S2 (student 2),
and so forth in this article. Furthermore, two teachers were selected based on
their length of teaching experience. They are coded as T1 (teacher 1) and T2
(teacher 2), respectively, in this article.
3.2. Methods of data collection:
The present research was aimed at investigating the teacher's questioning
strategies. In this research, there were three instruments used by the
researcher. Those were: classroom observation, interview, and questionnaire.
Classroom observations: Audio video recordings were used in the classroom
observations to capture the teachers' questioning and the students' speech
responses. The observer went through various procedures to complete this
exercise. To begin, the observer sat in the classroom from the beginning to the
finish of each session to record the teacher's instruction and all classroom
activities. Second, while the observer was recording the EFL classroom
teaching process, he or she also took notes on everything connected to this
research.
Interviews: The two teachers and ten students (five from each class) were
interviewed. The researchers gave questions such as the types of questioning
that the teachers like to use, the reasons why they used the questions, the
effect of the questions on the students, and other questions that are still
related to questioning strategies. The English teachers were interviewed twice:
The first interview was held before classroom observation, and the second
interview was done after the classroom observation.
Questionnaire: To get complementary data, a questionnaire was used to find
out the students‟ perceptions and opinions on their teachers‟ ways of giving
them questions. The questionnaire was in the form of multiple-choice
questions and Likert-scale type of questions (see Appendix).
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Then, the audio-video recordings were analyzed in three steps as follows:
Transcribing the lessons, identifying and categorizing the teachers‟ questions
as well as the students‟ responses. The identification, coding, and
categorization were based on Wu‟ 's (1993) taxonomy of questioning strategies
because the taxonomy particularly aimed at describing teachers'‟ questioning
strategies to elicit students‟ verbal responses. After the teachers‟ questions
were categorized, the identification of questioning strategies frequently used
by the teachers were conducted.
. Methods of data analysis:
This study was conducted using a mixed-method approach as it suited the
nature of the study that required both types of data, namely quantitative and
qualitative data.
Quantitative data were analyzed following the standard method of data
analysis, such as statistical measurement of the types of questions being used
in the classroom. We used basic statistics to count and report the findings of
the questionnaire. In analyzing the results of the questionnaire, we referred to
Sudjana's (2005) model:
P= 𝑓/𝑛 × 100%
In which:
P = Percentage
f = Frequency
n = Total
100 = Constant value
The data generated through questionnaires were analyzed and scored based on
the frequency of answers. The steps were as follows: scoring the students'
responses to the teachers' questioning strategies, calculating the responses to
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Report: Phan Thị Phúc 23112003
find frequency and percentage, and displaying the data through tables
consisting of the statement, the frequencies, and the percentage.
The qualitative data, on the other hand, were analyzed using coding
techniques, as advised by scholars in the field (see, Babbie, 2018; Glesne,
2015; Silverman, 2017, 2020). Three stages of coding techniques were used,
namely open coding (take the textual data and break it up into discrete parts),
axial coding (draw connections between the codes), and selective coding
(select one central category that connects all the codes from the analysis and
captures the essence of the research).
Reference:
Lynch, T. (1991). Questioning Roles in the Classroom. ELT Journal 45 (3): 201
210.
Long, M. H. & Sato, C.J. (1983). Classroom foreigner talk discourse: Forms and
functions of teachers' questions. In H.W. Seliger and M.H.
Wu, K. (1993). Classroom interaction and teacher questions revisited. RELC
Journal, 24(2), 4968.
Sudjana. (2005). Metoda statistika [Statistical method]. Tarsito.
Babbie, E. (2018). The basic of Social Research (13th ed.). Cengage Learning.
Glesne, G. (2015). Becoming qualitative researchers (5th ed.). Pearson.
Silverman, D. (2017). Doing qualitative research (5th ed.). Sage Publication.
Silverman, D. (2020). Interpreting qualitative data (6th ed.). Sage Publication.
APPENDIX
Questionnaire for the Students
Dear Student,
The purpose of this questionnaire is to gather information regarding students'
reactions to the questioning techniques employed by English teachers in the
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Report: Phan Thị Phúc 23112003
classroom. It should take you approximately ten minutes to complete this
questionnaire. Please be aware that all replies are anonymous and that there
are no right or incorrect answers. It is thought that the information the
researcher needs will be obtained with the aid of your response.
Put a tick mark in the boxes given below!
Name:
Class:
Sex: Male o Female o
Choose one of the answers to the following questions and statements that is
appropriate to your opinions!
1. Does your English teacher frequently ask a question in the classroom?
o Always
o Sometimes
o Rarely
o Never
3. Do you care about the English teacher's questioning way?
o Always
o Sometimes
o Seldom
o Never
2. Does your English teacher provide opportunities fairly to each student to
answer the questions?
o Always
o Sometimes
o Rarely
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o Never
4. Do you think your English teacher should take care of the students at all
levels when questioning?
o Strongly agrees
o Agree
o Disagree
o Strongly disagrees
5. Do you understand every question asked by your teacher?
o Always
o Sometimes
o Seldom
o Never
7. Do you think that your teacher's question will guide you to speak up to make
the class more interactive?
o Strongly agrees
o Agree
o Disagree
o Strongly disagrees
9. The time an English teacher frequently lets you think the teacher's question
is….
o 2 seconds
o 6 seconds
o 10 seconds
o More for difficult questions
11. If the English teacher gives you enough time to consider the question
carefully, your performance will be….
o Excellent
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o Good
o Slightly satisfied
1
o worse (because of nervousness)
6. What do you think of the way your English teacher asks the questions in the
classroom?
o Excellent
o Good
o Fair
o poor
8. Are you sure that you give correct answers when you are asked by your
English teacher?
o Always
o Sometimes
o Seldom
o Never
10. Do you think how much time the English teacher should give you to prepare
for answering the question?
o 2 seconds
o 6 seconds
o 10 seconds
o More for difficult questions.
12. You are confused and nervous if the teacher asks you to answer the
questions spontaneously.
o Strongly agrees
o Agree
o Disagree
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Report: Phan Thị Phúc 23112003
o Strongly disagrees
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1. o → or Misspelled words Correctness
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