ISSN: 2360-7831

 International Journal of English Literature and Culture
 

International Journal of English Literature and Culture

Vol. 7(9), pp. 297-311, December, 2019

 ISSN: 2360-7831

DOI: 10.14662/IJELC2019.150

Review paper

This study examined the teachers’ perceived and actual practices of questioning and waits time in EFL classrooms. The study was helpful to teachers in giving opportunities to design a wide range of techniques while implementing questioning and wait time in EFL classrooms. The researcher used interview, observation and questionnaire as data gathering tools. To check the reliabilities of close-ended items, Cronbach alpha was calculated. The results were 0.98 and 0.95. So, the results could fit to the purpose of the study. To check the validity of instruments, the researcher discussed with English experts, other research experts and high school teachers. Forty-two teachers were participated in this study. The target participants were selected by simple random sampling technique. The results of the interview showed that the majority of teachers used questions for checking the students’ comprehension, meaning or concept. The results of the study through observation also showed that the most dominant question types in EFL classrooms were knowledge and comprehension. The result from one-way ANOVA again revealed that there were significant differences among EFL teachers’ actual practices of questioning. The results of paired samples t-test also revealed that there were significant differences between the teachers’ perceived and actual practices of questioning and its associated wait time. The results obtained through using Pearson Product-moment Correlation on the teachers’ actual practices also showed that there was weak overall significant correlation between the level of teacher questioning and the associated wait time (r =0.30). EFL teachers also gave shorter wait times in class (1.1 seconds) than they believed they actually would (3.87 seconds). Therefore, EFL teachers should pay attention to their questioning because it is a frequently used tool and the way to good teaching. Since wait time is also a key procedure to complete a teaching conversation, EFL teachers should prolong their wait times reasonably depending on the type of the question at each cognitive level. Moreover, EFL teachers should also make sure that the teaching materials provide an opportunity to ask focused questions that require learners to compare, contrast, persuade, determine cause and effect, predict, infer and establish a certain criteria, which would develop their process of thinking.

Key Words: Teacher Questioning, Wait Time, Practice, EFL

 
Cite This Article As: Wubante M (2019). TEACHERS’ PRACTICES OF QUESTIONING AND WAIT TIME IN EFL CLASSROOMS. Inter. J. Eng. Lit. Cult. 7(9): 297-311