ISSN: 2360-7866

 International Journal of Academic Research in Education and Review
 

International Journal of Academic Research in Education and Review

Vol. 7(6), pp. 97-107. December, 2019.

ISSN: 2360-7866

DOI: 10.14662/IJARER2019.160

Full Length Research

Pedagogic Practices of Questioning: The Case of an EFL Teacher

Wubante Mekonnen

Debre Markos University, Ethiopia

Accepted 12 December 2019

Questioning is one of the most essential components of teaching. It is an act of initiating reply. It is also one pedagogic tool that joining both teachers and students. This study explored an EFL teacher’s questioning practices in EFL context. This was an exploratory qualitative research. The study used observation and interview to collect data. The data obtained from the themes of observation and interview revealed that an EFL teacher posed various questions from nominated lessons with limited strategies. The finding of the study by referring to the teacher’s concept map also showed that display type of question was highly emphasized in all observed classrooms. The study also showed that the teacher’s questions were mainly focused on checking understanding. In addition, the responses of all types of questions were generally made up of single words or simple phrases. The teacher’s major reason for using display questions was that his students’ proficiency seems to be the most influencing factors. Although the proficiency level of students may justify the use of display questions, it is necessary to give equal rooms for asking referential questions to involve students in real communication. Eventually, there should be training on questioning practices for the EFL teacher in order to make his questioning lessons interactive.

Keywords: Teacher Questioning, Types of Questions, Practices

Cite This Article As: Wubante M (2019). Pedagogic Practices of Questioning: The Case of an EFL Teacher. Inter. J. Acad. Res. Educ. Rev. 7(6): 97-107