An investigation of teachers questioning technique in developing EFL students critical thinking ability
<p>This study was aimed to investigate teachers questioning techniques in developing</p><p>students critical thinking ability that were common in the EFL classroom. This study</p><p>also seeks to categorise the frequency' of...
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| Format: | thesis |
| Language: | eng |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=11557 |
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| Summary: | <p>This study was aimed to investigate teachers questioning techniques in developing</p><p>students critical thinking ability that were common in the EFL classroom. This study</p><p>also seeks to categorise the frequency' of lower-order cognitive question and higherorder</p><p>cognitive questions. The difficulties faced by the teachers during teachers</p><p>questioning sessions and how the teachers addressed the problems, and teachers</p><p>perspective on developing students' critical thinking through questioning were also</p><p>examined. A case study design was selected for this study. Six English language</p><p>teachers from a university in Indonesia were selected as participants through the</p><p>purposive sampling method. The research instruments used in this study were</p><p>classroom observation checklists and interview protocol. Data collected were</p><p>analysed using thematic analysis and frequency counts. The findings showed that all</p><p>participants used the six cognitive level questions based on Blooms Taxonomy, they</p><p>were knowledge, comprehension, application, analysis, synthesis, and evaluation. The</p><p>results also indicated that the teachers asked lower-order questions more frequently.</p><p>Students background knowledge and English language proficiency level were the</p><p>students problems faced by the teachers during questioning. Students tend to keep</p><p>silent during questioning. Different techniques were used by the teachers to elicit</p><p>students responses, they were repetition, rephrasing, simplification, decomposition</p><p>and probing. Despite holding different perspectives concerning the development of</p><p>students critical thinking, all teachers were aware of questioning sessions conducted</p><p>in the classroom can help the development of students critical thinking ability. As a</p><p>conclusion, appropriate types of questioning and questioning technique can help the</p><p>development of students critical thinking skills. The implication of this study</p><p>suggested that the use of questioning would enhance students critical thinking</p><p>development and could raise awareness of the role of question types and questioning</p><p>techniques in developing students critical thinking.</p> |
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