“…And these practices have often revolved around three dimensions of questioning: types of questions, wait time (i.e., pauses initiated or provided by the teacher which could give rise to opportunities for thinking or contemplation of an utterance or a response), and reaction moves (i.e., what the teacher says or does other than mere evaluation succeeding students" responses or unresponsiveness to teacher questions). As identified by earlier studies, to pave way for more dialogic interactions where there are extended and syntactically as well as cognitively more complex student responses, referential questions rather than display questions (elaborated in the following paragraph) (Brock, 1986;Hussein Ahmed Al-Muaini, 2006;Yang, 2010), longer and more frequent wait time, with a proposed range of 2 to 5 seconds (Honea, 1982;Ingram & Elliott, 2014;Kaya et al, 2014;Rowe, 1974Rowe, , 1986Rowe, , 1996Swift & Gooding, 1983;Tobin, 1984Tobin, , 1986, and reaction moves such as "probe", "prompt", and "redirect" (Bellack et al, 1966;Chang, 2009;Cotton, 2001;Gall, 1984;Hsu, 2001;Morgan & Saxton, 1994;Wragg & Brown, 2001;Wu, 1993) are encouraged in teachers" questioning practices. These practices could help improve students" participation and engagement in the classroom.…”