Teachers’ Questioning Approaches in the Malaysian ESL Classroom

Noor, Noorizah Mohd; Aman, Idris; Mustaffa, Rosniah

doi:10.18848/1447-9494/cgp/v18i07/47676

Cited by 3 publications

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“…Classroom questioning can be identified as a key element of the response to this demand, transforming students into active learners rather than passive receivers of information (Van Drie and Van Boxtel, 2008; Haydon and Hunter, 2011; Song et al, 2017). 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%

“…As Van Drie and Van Boxtel (2008) stated, “Not all questions ask for the transformation of knowledge and information.” (p. 91). Literature showed that different levels and types of questions (Logtenberg et al, 2011) can lead to different questioning patterns in the classroom and thus lead to different outcomes in the teaching and learning process (Noor et al, 2012).…”

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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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

et al. 2019

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Malaysian Primary School ESL Teachers’ Questions during Assessment for Learning

Sardareh¹,

Saad²

2013

ELT

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Classroom questioning is a crucial learning and instructional strategy. It has also been regarded as an important aspect of Assessment for Learning (AfL) by researchers. Classroom questioning helps students gain a better appreciation of what they are learning as well as how they are learning. It also helps teachers understand students' learning progress. This qualitative case study is a part of a larger study on classroom questioning during AfL and it has to be reminded that only a part of the study is presented here which involves two ESL teachers (one teaching Year One and the other teaching Year Two class) and the types of questions they used during AfL. The current study was conducted in a selected primary school in Kuala Lumpur, Malaysia. To collect data, ten periods of each teacher's classroom were observed and then interview was conducted with each teacher. Observations and interviews were tape-recorded and transcribed for further analysis. The results of this study showed that the participating teachers were aware of the importance of questioning technique during AfL, however, they asked lower cognitive questions that did not trigger thoughtful reflection. The data also revealed that the teachers in this study formulated questions that at the first sight may seem to be open questions but they expected the students to provide a short-specific answer. Although questions were designed to suit the content of the lesson, it was observed that most of the questions asked by the teachers focused on content, structure and students' background knowledge and elicited specific, predetermined answers. In short, Most of the questions asked by the teachers in their mixed ability classes were below the students' Zone of Proximal Development (ZPD) and did not help the students promote their thinking skills.

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Freirean Participatory Approach: Developing Interactive Listening Skills in the English as a Second Language (ESL) Classroom

Motlhaka

Wadesango²

2014

MJSS

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Teachers’ Questioning Approaches in the Malaysian ESL Classroom

Cited by 3 publications

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

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

Malaysian Primary School ESL Teachers’ Questions during Assessment for Learning

Freirean Participatory Approach: Developing Interactive Listening Skills in the English as a Second Language (ESL) Classroom

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