The relationship between critical thinking skills and in‐class questioning behaviours of English language teaching students

Şeker, Hasan; Kömür, Şevki

doi:10.1080/02619760802420784

Cited by 41 publications

(24 citation statements)

References 13 publications

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“…Referential questions encompass the exchange of information and cooperation of meaning among all class participants, which could help teachers get the necessary feedback for eliciting more information from students (Nunan 2005). thinking skills can be developed (Seker and Kömür 2008).…”

Section: Resultsmentioning

confidence: 99%

An Analysis of a Local and International University-Graduated Teachers Questioning in English for Specific Purposes Class

Rosalina¹,

Setiawan²,

Suhartono³

2020

alsuna

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Purpose - The study investigated the display and referential questions used by the local and International educated background teacher in English for Specific Purposes (ESP) classroom to promote communicative English class. Design/methodology/approach - The study was qualitatively held, to find out the answer to the research questions, classroom observations, and interviews with two teachers were conducted. Findings - The results indicated that both of the teachers asked higher-order questions in referential type more frequently than teachers in other studies and it could trigger communication effectively. the teachers delivered the questions within their styles. The local educated teacher used mixed Indonesian-Javanese and English to help the students understood the questions and respond well, but the internationally educated teacher employs the questions into whole English. She probes the questions a lot of time to make the questions understandable and simpler. The wait time given was much longer. Some analysis questions were composed to gain the student's braveness to express their answer. Originality/value - This study offered recommendations for effective teachers’ questioning types and techniques for the development of learners’ communicative skills, especially in an ESP class. Paper type – Research paper

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Section: Resultsmentioning

confidence: 99%

An Analysis of a Local and International University-Graduated Teachers Questioning in English for Specific Purposes Class

Rosalina¹,

Setiawan²,

Suhartono³

2020

alsuna

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“…Questioning: Asking right and critical questions can stimulate and direct critical thinking and push us forward towards the continuous exploration of opinions, insights and judgments (Browne & Keeley, 2007). Seker & Komur (2008) investigated the relationship between critical thinking skills and in-class questioning behaviors of students. Twenty second-year students of an English language teaching department were chosen and assigned to a higher-level group and a lower-level group in terms of critical thinking ability.…”

Section: Theory and Practice In Language Studies 1275mentioning

confidence: 99%

An Exploration into Research on Critical Thinking and Its Cultivation: An Overview

Wang¹

2017

TPLS

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Abstract-The intellectual root of critical thinking can trace back to Socratics in ancient Greece. Since then, a variety of conceptions and models have been proposed, which constitute the theoretic core of critical thinking. They place different weights on different aspects of critical thinking. In the meantime, the cultivation of critical thinking commenced when Socrates attempted to apply theories of critical thinking into the instruction. Consequently, a variety of instruction approaches and strategies and assessment of critical thinking have been developed. However, there is still a dispute on whether critical thinking can be developed independently of subject content. The paper attempts to review research on critical thinking with the aim to discover commonalities and clarify the subtle differences among diversities of conceptions, models, instruction approaches and strategies, and assessment. The discovery and clarification could be significant for the instruction of critical thinking, especially, conducted in non-western countries. Index Terms-critical thinking, theoretic core, critical thinking instruction, critical thinking assessmentThe research on critical thinking can date back to Socratic time in ancient Greece. Since then, a variety of definitions, models and theories on critical thinking have been developed. The intellectual development of critical thinking is in parallel with its instruction which commenced when Socrates attempted to instruct people how to justify their confident claims to knowledge. The variation of definitions, models and theories which leads to a variety of the instruction approaches and strategies, and assessment of critical thinking requires the discovery of the threads among them. The paper aims to explore the commonalities and clarify differences among the various conceptions, models, instruction approaches and strategies for the purpose to facilitate the development of critical thinking in non-western culture. The discovery and clarification would be significant for the instruction of critical thinking conducted in non-western countries, in particular, Confucian culture. It includes two general topics: theoretical background of critical thinking and critical thinking instruction.

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“…To the best of the researchers' knowledge, this is one of the first attempts, in Jordan, to examine the students' opinions about using questioning strategies in critical reading. Seker and Komur (2008) studied the relationship between critical thinking skills and inclass questioning behaviors of English Language Teaching students at Mugla University. Fifty three participants were examined using the Ennis-Weir Critical Thinking Essay Test after reading and other related courses in ELT program.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is obvious, based on the literature that critical reading is an essential part in shaping students' learning by using questioning strategies in the education field. Critical reading is also connected with higher levels of thinking according to Bloom's Taxonomy (Parker & Hurry, 2007;Seker & Komur, 2008;Zin, Eng & Rafil-Galea, 2014). Wangru (2016) assures that there is little research in teachers' questioning, especially in which teachers' questioning and students' expectations are combined.…”

Section: Introductionmentioning

confidence: 99%

Jordanian Female Ninth-Grade Students' Attitudes towards Using Questioning Strategies in Critical Reading

Journal¹,

Alshabatat²

2017

Preprint

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Students' attitudes towards questioning strategies play an important role for its implementation success or failure. This study aims to investigate the students' attitudes towards questioning strategies of critical reading skills among Jordanian female ninth-grade students in Al Qaser Directorate of Education. A semi-structured interview instrument was used to assess students' attitudes. Data were collected from students at three public schools located in Qaser, Karak, Jordan. A total of 85 students participated in this present study. The sample which includes interviewees was 15 students. Overall, students showed favorable attitudes towards questioning strategies. However, some students faced some challenges by using these strategies e.g. selfquestioning strategy. In light of these results, several recommendations were suggested to the Ministry of Education, English teachers and other researchers. The researcher also suggested that further research should be carried out on other school levels for boys and girls in order to support or refute the results of this study.

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The relationship between critical thinking skills and in‐class questioning behaviours of English language teaching students

Cited by 41 publications

References 13 publications

An Analysis of a Local and International University-Graduated Teachers Questioning in English for Specific Purposes Class

An Analysis of a Local and International University-Graduated Teachers Questioning in English for Specific Purposes Class

An Exploration into Research on Critical Thinking and Its Cultivation: An Overview

Jordanian Female Ninth-Grade Students' Attitudes towards Using Questioning Strategies in Critical Reading

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