Abstract
This study aims to find out teachers’ questioning strategies and students’ perceptions of critical questions in EFL classroom interaction. This research was conducted during the COVID-19 pandemic, in which the classroom interaction was online. We used a case study design that focused on the descriptive analysis. This study was conducted at one of Senior High Schools in Semarang. The participants in this study are two English teachers and two classes. The data were gained by using classroom observation, interview, questionnaire, and documentation. We used Chen’s (2016) theory and Anderson & Krathwohl (2001) to categorize and analyze the data findings to know teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction. The result of the analysis showed that the teachers used all of the teachers' questioning strategies and they posed critical questions. Teachers questioning strategies used by the teachers when posing critical questions were wait-time, repetition, paraphrasing, simplifying, and probing. The obvious strategy to elicit students’ responses toward critical questions was probing. In line with this, the teachers also combined the teachers questioning strategies with the skill of basic questioning to elicit students’ critical answers. The students didn’t perceive critical question as a threat, although it was difficult to answer. However, they perceived critical question as a challenge for them. It can be concluded that the students perceived critical question as a motivational question.
Highlights
One of the general teaching techniques of giving questions that are commonly applied in English language teaching is questioning
We classified teachers’ questioning strategies into sub-main parts; those are teacher questioning strategies based on Chen (2016) and level of questions used by the teachers based on the theory of Anderson & Krathwohl (2001) during the questioning section
We explained how teacher questioning strategies worked during the teaching and learning process, and we classified them into the table
Summary
One of the general teaching techniques of giving questions that are commonly applied in English language teaching is questioning. It is a cardinal thing for a teacher to find out the chasm between what the students have known and the development of their understanding, so the objective of the lesson will be achieved (Hall, 2006). Questioning, as a part of classroom interaction, is seen as an initiative from the teachers to build a conducive atmosphere in order to activate students’ interest during the teaching and learning process. By the existence of the teacher’s questioning strategy, it can promote students’ curiosity about the content, supply the atmosphere to the students to get new information and provide an opportunity to show their feeling and ideas related to the content (Turney et al, 1983)
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