Raising Awareness of EFL Teachers on Question Types and Pedagogical Goals: An Analysis through Classroom Modes

Year 2020, , 56 - 75, 17.06.2020

Asuman Şımşek , Safiye İpek Kuru Gönen

https://doi.org/10.35207/later.702179

Cited By: 1

Abstract

Questioning is one of the most frequent strategies used by teachers during classroom interaction. Therefore, teachers employ different type(s) of questions during classroom interaction due to the uniqueness of each language classroom. This study was conducted to identify the question types asked by teachers and discover the pedagogical goals of these questions. Besides, teachers' opinions regarding question types they asked during classroom were investigated. A mixed-method research design was followed. Quantitative data was gathered through a descriptive analysis of questions types used in the classroom. Qualitative data was obtained via semi-structured interviews and stimulated recalls based on classroom observations. Three EFL teachers working at a private university preparatory school participated in this study. Their classes were observed by one of the researchers three times. The video and audio recordings were analyzed and then semi-structured interviews and stimulated recalls were carried out. The results of the study yielded that referential and display questions were the two most common question types. While referential questions were common in classroom context mode, display questions were much more common than referential questions in materials mode. The number of referential questions mostly doubled the number of display questions in classroom context mode. Even though teachers are not aware of the name of the question types, they use the questions based on the pedagogic goals of the classroom.

Keywords

classroom interaction, classroom modes, teacher questions

Thanks

I would like to thank my dearest supervisor Doç. Dr. İpek Kuru Gönen for her continuous encouragement and suggestions.

Yabancı Dil Öğretmenlerinin Soru Türleri ve Pedagojik Hedefler Konusunda Farkındalığını Arttırmak: Mikro Bağlamlara Göre Analiz

Abstract

Soru sorma sınıf etkileşimi sırasında öğretmenler tarafından en sık kullanılan stratejilerden biridir. Her dil sınıfının eşsiz doğası gereği, öğretmenler farklı soru türleri kullanırlar. Bu çalışma öğretmenler tarafından sorulan soruların türlerini belirlemek ve bu soruların pedagojik hedeflerini keşfetmek amacıyla yapılmıştır. Ayrıca öğretmenlerin sınıfta sordukları soru türlerine ilişkin görüşleri de incelenmiştir. Karma yöntem araştırma modeli kullanılmıştır. Nicel veriler, sınıfta kullanılan soru türlerinin tanımlayıcı bir analizi ile toplanmıştır. Niteliksel veriler ise, yarı yapılandırılmış görüşmeler ve sınıf gözlemlerine dayalı uyarılmış hatırlama röportajları ile elde edilmiştir. Özel bir üniversitenin Hazırlık Programında çalışan üç yabancı dil öğretmeni bu çalışmaya katılmıştır. Dersler, araştırmacı tarafından üçer kez gözlemlenmiştir. Video ve ses kayıtları analiz edildikten sonra yarı yapılandırılmış görüşmeler ve uyarılmış hatırlama röportajları gerçekleştirilmiştir. Çalışmanın sonuçları, öğretmenin cevabını bildiği ve bilmediği soru türlerinin en yaygın kullanılar soru türleri olduğunu ortaya koymuştur. Öğretmenin cevabını bilmediği soru türü en çok sınıf bağlamı modunda görünürken, öğretmenin cevabını bildiği sorular en çok malzeme modunda kullanılmıştır. Öğretmenin cevabını bilmediği soruların sayısı sınıf bağlamı modunda öğretmenin cevabını bildiği soruların iki katıdır. Katılımcılar soru türlerini terim olarak farkında olmasalar bile, dersin pedagojik hedefin uygun olarak kullanmışlardır.

Keywords

sınıf içi etkileşim, mikro bağlamlar, öğretmen soruları

References

• 1. Al-Zahrani, M. Y., & Al-Bargi, A. (2017). The impact of teacher questioning on creating interaction in EFL: a discourse analysis. English Language Teaching, 10(6), 135-150. Apple3L Journal, 1(1), 1-20.
• 2. Arifin, T. (2012). Analyzing English as a foreign language (EFL) classroom interaction.
• 3. Boaler, J., & Brodie, K. (2004). The importance of depth and breadth in the analyses of teaching: A framework for analyzing teacher questions. Proceedings of the 26th meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 773-782). Toronto, Canada.
• 4. Brown, H.Douglas S. (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd edition, New York: Longman.
• 5. Bulent, D., Erdal, B., Ceyda, A., Betul, T., Nurgul, C. and Cevahir, D. (2016). An analysis of teachers questioning strategies. Educational Research and Reviews, 11(22), pp.2065-2078.
• 6. Çakır, H., & Cengiz, Ö. (2016). The use of open-ended versus closed-ended questions in Turkish classrooms. Open Journal of Modern Linguistics, 06(02), 60–70. doi: https://doi.org/10.4236/ojml.2016.62006
• 7. Center for Faculty Excellence. (2009). Classroom activities for active learning. The University of North Carolina at Chapel Hill. Retrieved from http://cfe.unc.edu/pdfs/FYC2.pdf
• 8. Chafi, E. & Elkhouzai, E. (2014). Classroom Interaction: Investigating the Forms and Functions of Teacher Questions in Moroccan Primary School. International Journal of Innovation and Applied Studies, vol. 6, no. 3, pp. 352–361 Classroom: A Conversational Analysis Perspective, Oxford: Blackwell.
• 9. Cotton, K. (2001). Classroom questioning. School improvement research series, 3.
• 10. Creswell, J. W. (2005). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. New Jersey: Prentice Hall Publishing.
• 11. Creswell, John W. (2012). Educational Research: Planning, Conducting and Evaluating Qualitative & Quantitative Research. Pearson Merrill Prentice Hall: New Jersey.
• 12. Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal, 52(3), 179-187
• 13. Dagarin, M. (2005). Classroom interaction and communication strategies in learning English as a foreign language. ELOPE English Language Overseas Perspectives and Enquiries, 1(1-2), 127-139. http://dx.doi.org/10.4312/elope.1.1-2.127-139
• 14. David, F. (2007). Teacher Questioning Behavior and ESL Classroom Interaction. Humanity and Social Sciences Journal, 2, 127-131
• 15. Ellis, K. (1993). Teacher questioning behavior and student learning: What research says to teachers. Paper presented at the Annual Meeting of the Western States Communication Association, Albuquerque, NM.
• 16. Erlinda, R., & Dewi, S. R. (2014). Teacher‟s Questions in EFL Classroom. Ta’dib, 17 NO.2, 177– 188.Retrieved from http://ecampus.iainbatusangkar.ac.id/ojs/index.php/takdib/article/view/271/269
• 17. Farahian, M., & Rezaee, M. (2012). A Case Study of an EFL Teacher‟s Type of Questions: An Investigation into Classroom Interaction. Procedia - Social and Behavioral Sciences, 47, 161–167. https://doi.org/10.1016/j.sbspro.2012.06.631
• 18. Ghafarpour, H. (2016). "Classroom conversation analysis and critical reflective practice: Self-evaluation of teacher talk framework in focus," RELC Journal
• 19. Hamiloglu, K., & Temiz, G. (2012). The impact of teacher questions on student learning in EFL. Journal of Educational and Instructional Studies in the World of Educational and Instructional Studies in the World, 2(2), 1–8.Retrieved from http://www.wjeis.org/FileUpload/ds217232/File/01.hamiloglu.pdf https://doi.org/10.1093/elt/45.3.201
• 20. Inan, B. & Fidan, D. (2012). Teacher Questions and Their Functions in Turkish as a Foreign Language (TFL) Classes. Procedia-Social and Behavioral Sciences. 70(2013), 1070-1077.
• 21. Johnson, K. (1995). Understanding Communication in Second Language Classrooms, Cambridge: Cambridge University Press.
• 22. Korkut, P. and Ertaş, A. (2017). The Materials Mode in the Local Context of Muğla and the Role of Mother Tongue. Universal Journal of Educational Research, 5(2), pp.270-279.
• 23. Lee, Y. (2006). Respecifying display questions: Interactional resources for language teaching. TESOL Quarterly 40-4: 691-713.
• 24. Long, M., & Sato, C. (1983). Classroom Foreigner Talk Discourse: Forms and Functions of Teachers’ Questions. In H. Seliger, & M. Long (Eds.), Classroom-Oriented Research in Second Language Acquisition (pp. 268-286). Rowley, MA: Newsbury House.
• 25. Lynch, T. (1991). Questioning roles in the classroom. ELT Journal, 45(3), 201-210.
• 26. Ma, X. (2008). The skills of teacher’s questioning in English classes. International Educational Studies, 1(4), 92-100.
• 27. Meng, J., Zhao, T., & Chattouphonexay, A. (2012). Teacher questions in a content-based classroom for EFL young learners. Theory and Practice in Language Studies, 2(12), 2603-2610. http://dx.doi.org/10.4304/tpls.2.12.2603-2610
• 28. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks: Sage.
• 29. Nuttall, C. (1982). Teaching Reading Skill in a Foreign Language. London: Heinemann Educational Books.
• 30. Ölmezer, E. (2012). Types of questions used in EFL classrooms: a reflective study on a Turkish EFL teacher’s practices. International Journal of Language Academy. 4(3), 164-173.
• 31. Özcan, S. (2010). The Effects of Asking Referential Questions on the Participation and Oral Production of Lower Level Language Learners in Reading Classes, Turkey: Middle East Technical University, Unpublished Thesis.
• 32. Qashoa, S. H. (2012). Effects of teacher question types and syntactic structures on EFL classroom interaction. The International Journal of Social Sciences, 7(1), 52-62.
• 33. Riascos, Y. I. (2014). Exploring TBL and teaching in light of recent developments in online internet tools (Undergraduate monograph). Universidad Nacional de Colombia, 34. Bogotá.
• 35. Richards, J. and Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge. Cambridge University Press.
• 36. Richards, K. (2003). Qualitative Inquiry in TESOL. Aston University: MacMillan.
• 37. Rido, A. (2017). What do you see here from this picture? Questioning strategies
• 38. Riveros, F. Q. (2012). Cómo pueden los profesores de EFL lograr un aprendizaje más efectivo a través de la implementación y evaluación de estrategias basadas en el aprendizaje cooperative (Undergraduate monograph). Universidad Nacional de Colombia, Bogotá
• 39. Sahin, A. (2013). Teachers’ Awareness and Acquisition of Questioning Strategies. Sakarya University Journal of Education, 3(3), 17-36
• 40. Seedhouse, P. (1997). The case of the missing “no”: The relationship between pedagogy and interaction. Language learning, 47(3), 547-583. https://doi.org/10.1111/0023-8333.00019
• 41. Seedhouse, P. (2004). The Interactional Architecture of The Second Language
• 42. Shomoossi, N. (2004). The effects of Teachers‟ Questioning Behaviour on EFL Classroom Interaction: A Classroom Research Study. The Reading Matrix, 4(2), 96–104. Retrieved from http://www.readingmatrix.com/articles/shomoossi/article.pdf
• 43. Soraya, (2017). Classroom Interactional Competence of English Classes in Higher Education. Advances in Social Science, Education and Humanities Research, 158.
• 44. Suryati, N. (2015). Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools. TEFLIN Journal - A publication on the teaching and learning of English, 26(2), p.247.
• 45. Tan, Z. (2007). Questioning in Chinese University EL Classrooms: What Lies beyond It? RELC Journal, 38(1), 87–103. https://doi.org/10.1177/0033688206076161
• 46. Thompson, G. (1997). Training teachers to ask questions. ELT Journal, 51(2), 99-105
• 47. Tsui, A. (1995). Introducing Classroom Interaction. London: Penguin.
• 48. van Lier, L. (1988) The Classroom and the Language Learner, London: Longman.
• 49. van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. New York: Longman.
• 50. Vebriyanto, D. A. (2016). Teacher's questions in EFL classroom interaction. Journal Vision, 4(2), 279-303.
• 51. Walsh, S. (2001) ‘QTT vs TTT: never mind the quality, feel the width?’ The IH Journal of Education and Development, 10: 11–16.
• 52. Walsh, S. (2006) Investigating Classroom Discourse, London: Routledge
• 53. Walsh, S. (2013). Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
• 54. Wang, L., & Huan, F. (2011). A self-evaluation of classroom language used when teaching grammar. International Education Studies, 4, 170-174.
• 55. White, J., & Lightbown, P. M. (1984). Asking and answering in ESL classes. Canadian Modern Language Review, 40, 228-244.
• 56. Wright, B. (2016). “Display and referential questions: Effects on student responses.” Nordic Journal of English Studies 15(4):160-189.
• 57. Yanfen, L., & Yuqin, Z. (2010). A Study of Teacher Talk in Interactions in English Classes. Chinese Journal of Applied Linguistics (Bimonthly) Vol. 33 No. 2, 76-86.
• 58. Yang, C. C. (2010). Teacher Questions in Second Language Classrooms: An Investigation of Three Case Studies. Asian EFL Journal, 12(1), 181-201.
• 59. Zohrabi, M., Notash, M., & Khiabani, S., Y. (2014) Teachers’ Use of Display vs. Referential Questions across Different Proficiency Levels. International Journal of Applied Linguistics and English Literature