“…Several studies focusing on questioning, an important instructional and interactional tool for stimulating dialogic interactions (Alexander, 2008), have pointed out unsatisfactory teacher questioning practices, for instance the prevalent use of lower cognitive questions (Habsah Hussin, 2006;Noorizah Mohd Noor, Idris Aman, & Rosniah Mustaffa, 2012;Rosniah Mustaffa, Idris Aman, Teo, & Noorizah Mohd Noor, 2011;Sedigheh Abbasnasab Sardareh & Mohd Rashid Mohd Saad, 2013;Sedigheh Abbasnasab Sardareh, Mohd Rashid Mohd Saad, Abdul Jalil Othman, & Rosalam Che Me, 2014). Given the curricular emphasis and pedagogical strategies teachers have been encouraged to use, which are largely communicative-based and higher-order-thinking oriented (MOE Malaysia, 2003;MOE Malaysia, 2012;Pandian, 2002), a more precise analysis into Malaysian classrooms is needed.…”