Using EFL Teachers’ Questioning Techniques with High School Students to Promote Learning
Abstract
In the classroom, it is normal for teachers to deliver questions to specific students or the entire class. To encourage classroom interaction, various question types are employed to help students develop their critical thinking skills and communicate effectively in real-world situations. This study analyzed teaching question strategies applied by EFL teachers and how they employed the strategies in their classrooms. The descriptive qualitative method was selected, involving three female English as a Foreign Language (EFL) teachers in one high school in Indonesia. Observations in different classes and interviews were conducted to gain the data. The results revealed nine types of questioning techniques according to Bloom taxonomy that the teachers actively implemented: 1) knowledge questioning technique, 2) comprehension questioning technique, 3) application questioning technique, 4) analysis questioning technique, 5) synthesis questioning technique, 6) evaluation questioning technique, 7) convergent questioning technique, 8) divergent questioning technique, and 9) procedural questioning technique. The teachers' application of questioning techniques was also discussed, according to the function of each strategy. EFL teachers can employ various questioning techniques to effectively manage classrooms and establish and sustain efficient teaching and learning processes. Questioning techniques positively impact students’ learning outcomes by encouraging students to engage actively, so they understand and retain the material well.
Keywords
References
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DOI: 10.15408/ijee.v12i1.41800
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