Questioning ‘Questioning’: Examining the Use of Questioning as an Interactive Teaching Tool in Higher Education

Maphosa, Cosmas; Wadesango, Newman

doi:10.1080/0976691x.2016.11884889

Cited by 12 publications

(19 citation statements)

References 2 publications

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“…Meanwhile, the divergent question opens up on an aspect of what is being talked about or discussed. Maphosa and Wadesango (2017) and Tofade et al, (2013) note that these questioning types have no definite answer as the students are required to explore a variety of possible responses and permit them to explore in diverse perspectives.…”

Section: 2mentioning

confidence: 99%

“…It is one of the most common and prominent features of classroom interaction and is a basic technique used to stimulate thinking, learning, class participation, and language production (Tofade, Elsner, & Haines, 2013;Engin, 2013;Hill, 2016;Hu & Duan, 2018). Although learning materials, textbooks, tasks, and activities affect learners' achievement, the learning experience is mostly dominated by teacher questioning behavior (Boyd, 2015;Maphosa & Wadesango, 2017). Through the use of well-constructed questions, learners are guided to think and are helped to attain new knowledge which subsequently reaches the classroom interaction's expectation.…”

Section: Introductionmentioning

confidence: 99%

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Pragmatic Strategy of Indonesian English Teachers in Questioning

Darong¹

2020

JELTL

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<em>This study was an attempt to examine pragmatic strategies and questioning types employed by English teachers in classroom interactions. Delivering the functions of questions by their types is insufficient to manage the flow of interaction. As such, the teachers need a certain pragmatic strategy. Data were gathered from three Indonesian English teachers. Purposefully selected teachers were observed, audio-recorded, and analyzed by using Gricean cooperative principle and politeness principle following the principle of Conservation Analysis (CA). The conservation analysis revealed that the use of external devices- adjunct to the head acts or enquirers (grounder, sweetener, and disarmer) and internal modifiers (syntactic interrogative downgraders and lexical consultative downgraders) were mostly used by the teachers in employing questions to mitigate the illocutionary act of questioning as a request. In addition, the teachers intentionally violated the maxim for the sake of managing the flow of conservation. Subsequently, this study mirrors previous research findings that display questions as the most frequent strategies used to extend the talk and to invite learner response. Instead of analyzing questions that conventionally associate those with speech act theory, social aspects of interpersonal normativity (being responsible and autonomous) might be of benefit in sharing social-communicative intentions in order to extend the classroom talk.</em>

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Section: 2mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pragmatic Strategy of Indonesian English Teachers in Questioning

Darong¹

2020

JELTL

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“…The stimulation of higher cognitive processes and critical reasoning skills is an important educational issue. This conveys implications for teachers’ professional development (Maphosa and Wadesango, 2016). Recently, a study on acquisition of soft skills by teachers as a way to improve their quality of teaching, and consequently students’ achievement, showed that communication skills are the most important to acquire, according to teachers’ perspective (Tang, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Questioning represents a noteworthy part of teaching and teacher-student interaction (Ernst-Slavit and Pratt, 2017) and has a significant impact on students’ cognitive engagement, depending on questioning patterns (Noor et al, 2012; Smart and Marshall, 2013). In fact, questioning is considered an essential tool for effective teaching in higher education (Maphosa and Wadesango, 2016).…”

Section: Introductionmentioning

confidence: 99%

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First-Year Law Students’ and Teacher’s Questioning in Class

et al. 2019

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Classroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students’ and the teacher’s perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students’ autonomous thinking. The current study suggests the importance of examining the teacher and students’ patterns of questioning together, analyzing its similarities and discrepancies.

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Questioning as an instructional method: Exploring beliefs and reported practices of early childhood educators

İnönü,

Demircan

2023

Teaching and Teacher Education

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Questioning ‘Questioning’: Examining the Use of Questioning as an Interactive Teaching Tool in Higher Education

Cited by 12 publications

References 2 publications

Pragmatic Strategy of Indonesian English Teachers in Questioning

Pragmatic Strategy of Indonesian English Teachers in Questioning

First-Year Law Students’ and Teacher’s Questioning in Class

Questioning as an instructional method: Exploring beliefs and reported practices of early childhood educators

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