The remedial status of student questioning

Dillon, J. T.

doi:10.1080/0022027880200301

Cited by 191 publications

(128 citation statements)

References 29 publications

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“…It has been found that students feel anxious about asking questions in class, and they ask questions less frequently than teachers in class (Dillon, 1988). Therefore, it is necessary to investigate this specific classroom activity from the perspective of FLCSA, that is, the phenomenon of students experiencing speaking anxiety in terms of asking questions in class.…”

Section: Background and Contextmentioning

confidence: 99%

“…To be specific, it was found that they had low motivation and frequency to ask questions publicly in class. Since asking questions is of great importance to students' overall learning and development (Dillon, 1988), it is assumed that students' unwillingness to ask questions in class could impede their effective and efficient learning. There is little information as to why these students experienced this particular anxiety.…”

Section: Problem Statementmentioning

confidence: 99%

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Chinese Students’ English-speaking Anxiety in Asking Questions in the MSc TESOL Classroom

Wang¹,

Roopchund²

2015

IJELT

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This study explores the nature of anxiety in asking questions in class from the perspective of seven Chinese learners of English (ESL), with reference to their self-reflective accounts of emotional difficulties encountered in a UK university setting. Through the use of an in-depth semi-structured qualitative interview format, this study identified the effects, sources, and coping strategies pertaining to these learners' anxiety in asking questions in class. This anxiety exerts compound effects on respondents with respect to their mind, body and actual speaking performance. A series of factors contributing to this anxiety are reported by respondents, which can be categorised as 1) personal and interpersonal anxiety; 2) learner beliefs about English language learning; 3) role of instructors; 4) students' personality; 5) students' educational and cultural background; and 6) time for asking questions. Effective strategies for coping with this anxiety reported by respondents mainly consist of 1) preparation; 2) self-encouragement; 3) peer seeking; 4) relaxation; 5) practice; and 6) ignoring others' negative evaluations. Recommendations for EFL/ESL instructors mainly concern 1) instructors' awareness of students' language anxiety 2) instructors' attitudes towards students' questions 3) instructors' feedback to students' questions 4) instructors' classroom management. Recommendations for EFL/ESL learners are almost the same as those strategies respondents reported. This study has enriched the understanding of foreign language anxiety from the perspective of foreign language classroom speaking anxiety in asking questions in class. Future research should check the effectiveness of the coping strategies reported in this study and look into other aspects of foreign language speaking anxiety.

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Section: Background and Contextmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Chinese Students’ English-speaking Anxiety in Asking Questions in the MSc TESOL Classroom

Wang¹,

Roopchund²

2015

IJELT

View full text Add to dashboard Cite

show abstract

“…Dillon (1985Dillon ( , 1988b) discussed the lack of student active engagement when teachers asked too many questions based on the IRE format. He (Dillon, 1982) asserted that the prevalence of evaluative questions of the IRE format in classroom talk would be counterproductive to students articulating their thoughts.…”

Section: Teacher Questioningmentioning

confidence: 99%

Teacher questioning in science classrooms: Approaches that stimulate productive thinking

2007

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The purpose of this study was to find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge. The study was conducted in large-class settings where the medium of instruction was English although the students were non-native speakers of the language. Six teachers teaching grade 7 science classes from four schools participated in the study. Thirty-six lessons covering a range of topics were observed across a variety of lesson structures such as expository teaching, whole-class discussions, and laboratory work. The lessons were audiotaped and videotaped. Verbal transcripts of classroom discourse were analyzed interpretively. Particular attention was paid to questioning exchanges that stimulated productive thinking in students, as manifested by their verbal responses. A framework was developed that included four questioning approaches adopted by the teachers. This included Socratic questioning, verbal jigsaw, semantic tapestry, and framing. This paper describes these various questioning approaches, their features, and the conditions under which they were used. It also discusses the implications of these approaches for instructional practice. The findings from this study have potential in translating research insights into practical advice for teachers regarding tactical moves in classroom discourse, and provide guidelines for teachers to increase their repertoire of questioning skills. ß

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“…We are not familiar with data specific for the subject of history, but it seems to be reasonable to assume that in line with findings from studies about student questioning in classrooms (e.g., Dillon 1988;Good et al 1987;Niegemann and Stadler 2001) students in history classrooms do not ask many questions. The questions are most of the time provided by the teacher, textbook, and task instruction.…”

Section: Introductionmentioning

confidence: 92%

Stimulating situational interest and student questioning through three types of historical introductory texts

2010

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This study investigates questions students ask related to an introductory text about a new topic in the history classroom. The effects of a narrative, problematizing, and expository introductory text on the situational interest of students and the number and type of studentgenerated questions, are compared. Participants are 174 students in higher secondary education (16 years old). Student-generated questions are categorized in higher -and lowerorder questions, in descriptive, explanative, comparative and evaluative questions, and in emotive and non-emotive questions. The type of introductory text had a significant effect on the level of situational interest and type of questions but not on the number of generated questions. Narrative and problematizing texts provoked more situational interest and more emotive questions than the expository text. We found a significant positive correlation between prior topic knowledge, interest in History, situational interest, and number of questions.

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The remedial status of student questioning

Cited by 191 publications

References 29 publications

Chinese Students’ English-speaking Anxiety in Asking Questions in the MSc TESOL Classroom

Chinese Students’ English-speaking Anxiety in Asking Questions in the MSc TESOL Classroom

Teacher questioning in science classrooms: Approaches that stimulate productive thinking

Stimulating situational interest and student questioning through three types of historical introductory texts

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