Oral Questions Research Articles

Artificial Intelligence Performance in Oral Hygiene-Preventive Dentistry Questions

Artificial Intelligence Performance in Oral Hygiene-Preventive Dentistry Questions

“I think I speak without hesitation”: Learning-Oriented Assessment to Enhance English Oral Communication of Thai Pre-Service Teachers

Learning-oriented assessments have been implemented in the English language classroom to maximize students’ ability to acquire a language through their involvement in assessment processes. Nevertheless, empirical studies investigating the oral communication ability of students using learning-oriented assessments remain limited. This study aims to investigate the effects of a learning-oriented assessment on the English oral communication ability of Thai pre-service teachers and to explore their attitudes towards the model. Thus, the study employed a mixed-methods research design. The participants of the study were 60 first-year students divided into two groups: the control group (N = 30) and the experimental group (N = 30) were selected through convenience sampling. The data were collected for 10 weeks using an oral communication test, a questionnaire, and interview questions. The results of the test were analyzed using a paired sample t-test and an independent sample t-test. The results of the questionnaire were analyzed using descriptive statistics. In addition, the qualitative data were analyzed using content analysis. The quantitative results showed positively significant effects on the development of students’ oral communication ability in the aspects of range, accuracy, fluency, interaction, coherence, and pronunciation, with a medium effect size. Additionally, the students positively reported the benefits of learning-oriented assessments as being helpful in improving their oral communication ability. Therefore, this study shows that learning oriented assessments could serve as one of many alternative approaches to developing English oral communication ability.

Psychometric Properties of Telugu Version of Scale of Oral Health Outcomes for 5-year-old Children.

Only a finite number of standard oral health-related quality of life (OHRQoL) measures are available for young children. However, instead of using parents as proxies to report a child's oral health status, children's self-reported oral health measures would be more accurate in providing their own perceptions of oral impacts. The study aimed to evaluate the psychometric properties of the Telugu version of the scale of oral health outcomes (SOHO-5T) for 5-year-old children in Telangana. The forward-backward translated SOHO-5T was pilot-tested among thirty children. The tested questionnaire was administered to 419 children, followed by a clinical oral examination using dentition status to evaluate dental caries (DC). Children (n = 30) were readministered the same questionnaire after a 2-week interval to test reliability. Internal consistency and test-retest reliability were determined by Cronbach's α and intraclass correlation. Correlation with global ratings of oral health questions was done to assess construct validity. Discriminant validity was evaluated based on the presence or absence of DC. A p < 0.05 was considered statistically significant. The mean SOHO-5T score was 4.70, and the mean decayed teeth score was 2.48, with 49.16% of children having DC. Cronbach's α scores and the intraclass correlation (ICC) coefficient for overall SOHO-5T were 0.90 and 0.91, respectively. SOHO-5T also demonstrated good construct validity with a significant positive correlation with global ratings of oral health. SOHO-5T showed good discrimination between the presence (9.43 ± 3.10), or absence (0.14 ± 1.01) of DC. This study shows good internal consistency and test-retest reliability. It also exhibited good construct and discriminant validity. Meghana D, Sukhabogi JR, Doshi D, et al. Psychometric Properties of Telugu Version of Scale of Oral Health Outcomes for 5-year-old Children. Int J Clin Pediatr Dent 2024;17(8):933-937.

Self-perceived oral health and happiness

In recent years, studies investigating psychological states such as happiness in individuals’ health have increased. Aim: This study investigated a possible association between self-perceived oral health and happiness in university students. Methods: This cross-sectional study was performed in a cohort of university students who entered in the 2016 academic year at the Federal University of Pelotas, located in southern Brazil. Data were collected using a self-administered questionnaire, including demographic and socioeconomic characteristics, psychosocial traits, and oral health-related questions. Happiness was measured through a question accompanied by the Faces Scale of Andrews and Whitey. Poisson regression models with robust variance were used to assess the association between the exposure variables (oral health measures) and the outcome (happiness). Results: The prevalence of happiness was 48.6%. A significant association between happiness and oral health, including satisfaction with dental appearance (PR 1.86; 95% CI 1.73-2.01), oral health-related to quality of life (PR 1.19; 95% CI 1.09-1.31), and halitosis (PR 1.10; 95% CI 1.01-1.20), was found. Conclusion: Individuals who reported dissatisfaction with dental appearance, an impact on oral health-related to quality of life, and halitosis perceived themselves as unhappy.

Manajemen Program Juz Amma untuk Meningkatkan Kemampuan Membaca Al-Qur’an Siswa SD Negeri 1 Serayukaranganyar Purbalingga

This research aims to determine the management of the juz amma program to improve students' Al-Qur'an reading skills at the Serayukaranganyar 1 Public Elementary School, Purbalingga. In this research, the qualitative method used is a case study type. The data collection procedure was carried out using the observation method, namely observation, interviews, namely a collection method using oral questions and answers with sources, and the documentation method, namely searching for data regarding something related to the research. The research results obtained are: This research examines the effectiveness of the Juz Amma program at the Serayukaranganyar 1 State Elementary School in improving students' ability to read and memorize the Al-Qur'an. The research results showed that this program was successful in increasing students' fluency in reading the Al-Qur'an by adhering to the rules of tajwid and tartil. This program includes the activity of reading one verse in turn, listening and copying the teacher's reading in turns, as well as providing opportunities for students to ask questions. Program management includes systematic preparation, implementation and supervision, with the active role of school principals, teachers and parents. The evaluation program is carried out periodically through daily notes, mid-semester assessments and end-of-semester assessments, ensuring that students' memorization targets and quality are achieved. Supporting factors for the program include student enthusiasm and parental support, while inhibiting factors include student concerns about memorization targets and differences in student abilities. This program received a positive response from the community and parents, and succeeded in improving students' ability to read and memorize the Al-Qur'an.

Nationwide exploration: assessing oral microbiome knowledge among dental professionals in Saudi Arabia and its implications for oral health care

BackgroundThe relationship between the microbiome and oral health is intricate, yet there is a lack of comprehensive knowledge regarding the microbiome’s impact on oral health. Integrating knowledge regarding the oral microbiome and its significance in oral and systemic diseases holds profound implications for dental professionals in patient care and professional development. This study assessed dental professionals’ oral microbiome comprehension and knowledge levels in Saudi Arabia and its implications for oral healthcare.MethodsData were gathered using a cross-sectional design by administering a comprehensive online questionnaire to 253 dental professionals from diverse demographic backgrounds. The questionnaire, administered in English, was divided into four sections: (1) Microbiome awareness and understanding, (2) Diet, nutrition, and microbiome relationship, (3) Microbiome and oral and systemic diseases, and (4) Counselling, education, and implications. Statistical analyses were used to identify and understand underlying patterns, including descriptive statistics, chi-squared tests, ANOVA, and post hoc tests. The Spearman rank correlation coefficient was applied to assess self-rated knowledge.ResultsOf the 253 participants, 94.6% were familiar with the term “microbiome.” Merely 13% of participants considered the oral microbiome to be the second most diverse, following the gut microbiome. About 39.9% of participants knew the connection between oral mucosal diseases and the oral microbiome. Furthermore, only 6.7% thought there was a connection between systemic diseases and the oral microbiome. Participant comprehension of oral microbiome questions averaged 9.19 out of 13, with 83.7% scoring “good”. There were significant differences in knowledge scores among dental specializations (F = 7.082, P < 0.001) and years of professional experience (F = 4.755, P = 0.003). Significantly, 53.8% of participants had uncertain self-perceptions of their knowledge of the oral microbiome, while only 0.8% rated their understanding as ‘very good’.ConclusionOur findings reveal that dental professionals have varying levels of awareness and comprehension of the oral microbiome. Despite widespread awareness, understanding its diversity and implications for oral and systemic health remains limited. It is essential to address these gaps in knowledge through future research and educational interventions, considering the vital part that dental professionals play in promoting oral health through personalised dietary recommendations, lifestyle changes, and hygiene practices. These initiatives may promote a robust oral microbial community, enhance patient outcomes, and advance oral healthcare locally and globally.

Implementation of Skill Learning in Self-Development of Visually Handicapped Children (Study at Kusuma Bangsa Extraordinary School, Kendari City)

This study aims to determine the components of skill learning and the implementation of skill learning for self-development of children with disabilities at Kusuma Bangsa Extraordinary School. This type of research uses a qualitative research approach. The determination of informants in this study uses the Purposive Sampling method so that the informants are teachers and children with disabilities The data sources used in this study are Primary and Secondary Data. The data collection techniques used are observation, interview, and documentation methods. The data analysis technique uses a qualitative approach through qualitative descriptive analysis. The results of this study show that skill learning for children with disabilities has a well-organized structure. The goal is to train students' independence and entrepreneurship. The learning components include objectives, educators, learners, materials, methods, media, and evaluation. Implementation is carried out once a week with three stages: beginning, core, and end. The method used is hands-on practice, with materials from the internet and media in the form of necessary tools and materials. Evaluation is carried out through oral questions after learning. Although only two teachers are in primary charge, other teachers help in implementation. This learning is tailored to children's interests, demonstrating a student-centred approach in developing practical skills for students' futures

Exploring Historical Monuments and Learning History through an Augmented Reality Enhanced Serious Game

Theoretical subjects, such as history, usually do not attract the interest of students and as a result educational games and serious games that use augmented reality (AR) are increasingly used as a means of supporting education. It is believed that these games can make the lesson more engaging and contribute to improving student performance. However, relevant research is limited. The present research presents the AR-enhanced serious game “Exploring Ancient Greece” that aims at supporting 10- to 14-year-old students in learning the history of Ancient Greece. It consists of three levels that include: a presentation of archaeological sites with AR that gives students the chance to explore places of historical interest; a trivia game that includes an AR presentation of a monument or piece of art somewhere in the physical surroundings of the students; and an escape room where the player is trapped in an archaeological site and tries to solve riddles to find the exit. To evaluate the game, an empirical study was conducted involving students between the ages of 10 and 14 who answered knowledge questions before and after playing the game, completed a questionnaire including questions based on the System Usability Scale (SUS), as well as questions for evaluating their experience, and answered oral questions. Based on the results of this study, students improved their knowledge of history, evaluated the game positively and stated that they prefer the use of serious games and AR in education.

Grandstanding Instead of Deliberative Policy-Making: Transitional Justice, Publicness and Parliamentary Questions in the Croatian Parliament

ABSTRACT Addressing the legacy of human rights violations in public can benefit victims, post-conflict societies and democracy building. But publicness of transitional justice (TJ) processes can also have opposite effects. We assess the relationship between publicness and TJ by leveraging the democratic deliberation theory concerned with the impact of publicness on the quality of policy-making. A comparative analysis of oral and written questions about TJ in the Croatian parliament (2004–20) shows that members of parliament use oral questions for nationalist grandstanding and written questions for substantive TJ policy deliberation. We demonstrate how publicness afforded by parliaments stymies TJ’s normative goals.

Pedagogical Practices of Speaking Skill Instruction in Secondary Schools

Effective speaking skills are crucial in language education as they enhance communication and boost confidence in various social and professional settings. The research attempts to identify the various techniques, methods, and strategies employed by secondary level English teachers in teaching speaking skills at secondary level. The study employed descriptive survey design with a quantitative approach to investigate speaking skill instruction in Lumbini province, Nepal. The target population included 480 secondary-level English teachers with a minimum of five years of teaching experience. Stratified simple random sampling ensured representation from community and institutional schools. Data collection utilized a structured questionnaire with 45 open-ended questions, distributed electronically to ensure anonymity. Findings revealed disparities in time allocation for speaking instruction between community and institutional schools. Most teachers allocate one or two periods per week, with institutional schools dedicating more time. Emphasis on fluency, accuracy, or both varies, with a majority focusing on both aspects. Learner-centered techniques are favored for engaging students, with role play and prepared talks common activities. Motivational techniques include questioning, classroom discussions, and role assignment. Preferred pronunciation improvement techniques involve imitation and recording exercises. Materials like pictures and newspapers are frequently used, while audio devices are favored for teaching. Testing techniques focus on oral questions and picture description. Preferred teaching techniques include picture describing and dialogue/interview/prepared talks. Effective classroom environment and management emphasize well-managed classrooms and limited student numbers. Overall, practices in institutional schools show a greater emphasis on learner-centered approaches and varied activities compared to community schools.

Parliamentary questions to the House of Commons Commission: Accountability and parliamentary administration

Abstract Parliamentary administration is integral to supporting the work of elected politicians. How is it held to account? This article focuses on parliamentary questions—one means of scrutinizing parliamentary administration. The article uses a qualitative analysis of written and oral questions MPs have asked the House of Commons Commission (the body responsible for parliamentary administration). It asks three sub-questions: (1) Who asks the questions?; (2) What questions are asked?; and (3) How are these questions answered? Interrogating these questions also provides a window into the internal governance challenges of the House of Commons.

Performance of large language models in oral and maxillofacial surgery examinations

This study aimed to determine the accuracy of large language models (LLMs) in answering oral and maxillofacial surgery (OMS) multiple choice questions. A total of 259 questions from the university’s question bank were answered by the LLMs (GPT-3.5, GPT-4, Llama 2, Gemini, and Copilot). The scores per category as well as the total score out of 259 were recorded and evaluated, with the passing score set at 50%. The mean overall score amongst all LLMs was 62.5%. GPT-4 performed the best (76.8%, 95% confidence interval (CI) 71.4–82.2%), followed by Copilot (72.6%, 95% CI 67.2–78.0%), GPT-3.5 (62.2%, 95% CI 56.4–68.0%), Gemini (58.7%, 95% CI 52.9–64.5%), and Llama 2 (42.5%, 95% CI 37.1–48.6%). There was a statistically significant difference between the scores of the five LLMs overall (χ2 = 79.9, df = 4, P < 0.001) and within all categories except ‘basic sciences’ (P = 0.129), ‘dentoalveolar and implant surgery’ (P = 0.052), and ‘oral medicine/pathology/radiology’ (P = 0.801). The LLMs performed best in ‘basic sciences’ (68.9%) and poorest in ‘pharmacology’ (45.9%). The LLMs can be used as adjuncts in teaching, but should not be used for clinical decision-making until the models are further developed and validated.

Randomized controlled clinical trial on the efficacy of a novel antimicrobial chewing gum in reducing plaque and gingivitis in adolescent orthodontic patients

ObjectivesChewing gums containing antiseptics or other antimicrobial substances may be effective in reducing plaque and gingivitis. Therefore, the aim of this randomized placebo-controlled clinical trial was to investigate the efficacy of a novel antimicrobial chewing gum containing essential oils (cinnamon, lemon, peppermint) and extracts on reduction of dental plaque and gingivitis as well as on oral health-related quality of life (OHRQoL) in adolescent orthodontic patients.Materials52 patients (11-22 years of age) were randomly assigned to use a test chewing gum (COVIDGUM, Clevergum) or a commercially available control chewing gum over a period of 10 days. Approximal plaque index (API), papillary bleeding index (PBI) and an OHRQoL questionnaire for children (COHIP-G19) were assessed at baseline (BL), after 10 days (10d) and 30 days (30d). In addition, oral health and oral hygiene related questions of the COHIP-G19 questionnaire were evaluated separately in subscales at each timepoint. Data were analyzed using non-parametrical statistical procedures (α = 0.05).ResultsAPI and PBI decreased significantly over time from BL to 10d and from BL to 30d in both groups, without significant differences between the groups. In both groups, the COHIP-G19 score, oral health subscale and oral hygiene subscale decreased significantly over time. Regarding the oral hygiene subscale, the test group showed significantly better scores at 30d (p = 0.011).ConclusionBoth chewing gums performed similarly effective in terms of reducing plaque accumulation and gingival inflammation and improving OHRQoL.Clinical relevanceChewing gums without antimicrobial ingredients may be sufficient to decrease plaque accumulation and gingival inflammation.

Development of short forms for screening children's dental caries and urgent treatment needs using item response theory and machine learning methods.

Surveys can assist in screening oral diseases in populations to enhance the early detection of disease and intervention strategies for children in need. This paper aims to develop short forms of child-report and proxy-report survey screening instruments for active dental caries and urgent treatment needs in school-age children. This cross-sectional study recruited 497 distinct dyads of children aged 8-17 and their parents between 2015 to 2019 from 14 dental clinics and private practices in Los Angeles County. We evaluated responses to 88 child-reported and 64 proxy-reported oral health questions to select and calibrate short forms using Item Response Theory. Seven classical Machine Learning algorithms were employed to predict children's active caries and urgent treatment needs using the short forms together with family demographic variables. The candidate algorithms include CatBoost, Logistic Regression, K-Nearest Neighbors (KNN), Naïve Bayes, Neural Network, Random Forest, and Support Vector Machine. Predictive performance was assessed using repeated 5-fold nested cross-validations. We developed and calibrated four ten-item short forms. Naïve Bayes outperformed other algorithms with the highest median of cross-validated area under the ROC curve. The means of best testing sensitivities and specificities using both child-reported and proxy-reported responses were 0.84 and 0.30 for active caries, and 0.81 and 0.31 for urgent treatment needs respectively. Models incorporating both response types showed a slightly higher predictive accuracy than those relying on either child-reported or proxy-reported responses. The combination of Item Response Theory and Machine Learning algorithms yielded potentially useful screening instruments for both active caries and urgent treatment needs of children. The survey screening approach is relatively cost-effective and convenient when dealing with oral health assessment in large populations. Future studies are needed to further leverage the customize and refine the instruments based on the estimated item characteristics for specific subgroups of the populations to enhance predictive accuracy.

The Impact of Sticky Note Strategy on Students' Vocabulary

The current study aims at investigating the effect of sticky note strategy in developing vocabulary at Al- Sulaymaniyah University.To achieve the aims of this study, a hypotheses is assumed to be that there is no statistically significant difference between the mean scores of experimental group in pre- and post-performance tests .A sample of sixty two students from the second stage at Al- Sulaymaniyah University were randomly selected to carry out the study's aims and validate its hypotheses. The two groups are divided evenly, with group (A) being the experimental group consisting of (31) students who have been instructed using sticky note strategy. Group (B) stands for the control group consisting of (31) students who have received traditional instruction. Making a pre and post achievement test, both groups have been equalized in such variables such as educational level of parents, English scores achievement in preceding year, and the pre-test of both groups. A posttest is made up of two oral questions and three written questions. The dependability coefficient has been validated using the Alpha-Cronbach method. A statistical study of the items has been done to determine the discrimination power and level of difficulty for each item. As a result, the post-test has been administered to the full sample. The formula for "the T-test of two independent and paired samples' has been employed to statistically analyze the data acquired from the post-test results. There is a statistically significant difference between the mean scores of the experimental group by using the sticky note strategy. Appropriate recommendations and suggestion for future research are made in light of the study's results and conclusions.

تطبيق الطريقة المباشرة لترقية مهارة الإستماع و الكلام لتلاميذ الصف العاشر بالمدرسة العالية الحكومية ١ ممباوة

This study aims to: 1) Know the listening and speaking skills in learning Arabic for students of class X IPA MAN 1 Mempawah before using the Direct Method. 2) Know the steps for applying the Direct Method in learning Arabic to improve listening and speaking skills in class X IPA MAN 1 Mempawah. 3) Knowing the improvement of listening and speaking skills in learning Arabic after applying the Direct Method. This type of qualitative research using the case study method. The population is all students of MAN 1 Mempawah from all majors as many as 136 students and the sample in this study was taken using Simple random sampling, namely a random sampling technique from all populations, namely all students in class X IPA totaling 40. The research instrument was observation, documentation and interviews. The data analysis technique used is descriptive analysis. The results showed that: 1) students' skills in listening and speaking Arabic before the direct method was applied did not have an active response from students with no response when the teacher asked about learning Arabic using Arabic. The class atmosphere became silent, no students answered the teacher's questions because they used Arabic. 2) students' skills are improved by using the direct method in learning Arabic using steps in the form of: providing motivation in Arabic at the beginning of learning in the form of singing Arabic songs (early stage), during learning Arabic the researcher explains learning according to the theme with the style of the language used new to using body movements and actions that are directly visible to students, observing students with attention to the activeness of students in receiving learning, conducting and determining students who are active with direct methods in Arabic so that it is possible to find student results in listen and speak Arabic using the direct method. 3) students' listening and speaking Arabic skills after being applied the direct method have a positive effect with changes in the classroom atmosphere and students' activeness in speaking Arabic through oral questions from researchers from the start of learning researchers and students speak Arabic to each other but not always speak Arabic because there is still a lack of student vocabulary outside of learning. With this stated that the application of the direct method can improve students' listening and speaking Arabic skills.

Determinan Kemampuan Auditor Mendeteksi Kecurangan

The purpose of this study was to examine the effect of workload, time pressure, and personality type on the ability of auditors to detect fraud with the moderating variable of audit experience. The method used in this study is a quantitative method using primary data. This research uses multiple linear regression models with Moderated Regression Analysis to test the effect of each variable on the auditor's ability to detect fraud. The number of samples used in this study amounted to 124 auditors who work in the Jakarta and Yogyakarta Public Accounting Firms. The results show that time pressure has a negative effect, the greater the auditor's time pressure, the lower the auditor's ability to detect fraud. Personality type has a positive effect, the higher the combination of ST (sensing and thinking) and NT (intuition and thinking) personality type, the auditor's ability to detect fraud increases. According to the research results, audit experience as a moderating variable is able to strengthen the relationship between time pressure and the combination of ST (sensing and thinking) and NT (intuition and thinking) personality types on the auditor's ability to detect fraud. On the other hand, based on the results of the study, it was found that the auditor's experience as a moderating variable was not able to strengthen the relationship between workload and the auditor's ability to detect fraud. The implications of this research are aimed at the auditors should pay more attention to these factors in order to be able to improve the auditor's ability to detect fraud. This is due to prevent fraud in an entity and so that users of auditor services have confidence that the audited financial statements do not contain misstatements. Future research is expected not only to collect data by distributing questionnaires but also to interviews or oral questions.&#x0D;

Das reformierte Fragerecht im Berliner Abgeordnetenhaus: wirklich eine Stärkung des Parlaments?

Berlin’s state parliament approved of a comprehensive reform of its question rights at the start of 2014: So-called big questions were abolished, and the oral questions were reduced to a spontaneous form . Since then, there have been only simple oral and written questions in the Berlin parliament which can be used by single parliamentarians and not by parlia- mentary party groups . Accompanying this reform, Members of Parliament got more finan- cial means to hire personal staff for their work . After the reform, oral questions were asked less often while there was a massive surge in the use of written questions . Moreover, Mem- bers of Parliament supporting the government asked more questions than before, and a focus on statistical and cost questions has become visible . All in all, there has been a trend towards frequent questioning and fast answering, at the expense of bigger question projects that serve developing concepts (in particular on the side of the opposition) . Whether or not the reform has led to a strengthening of parliament – which the reform proponents had advocated for – is open for discussion based on the findings presented here .

EFFECTS OF LANGUAGE USE THROUGH AN INTEGRATED SKILLS INTERVENTION ON ENGLISH LANGUAGE LEARNERS' SPEAKING SKILLS: A FOCUS ON VOCABULARY AND GRAMMAR

This study examines the effects of language use through a thorough skills intervention on students' general level of speaking skills, focusing on vocabulary and grammar. A quasi-experimental investigation was conducted to fulfill the research objective. The total number of participants was selected by systematic random sampling and divided into control and experimental groups. During the 2022 academic year, 92 Shambu High School of 10th grade students participated in the study. Tests with oral questions were given before and after the intervention and the results were evaluated using SPSS. Independent samples t-test results showed that there was no significant difference between the pretest scores of the two groups on the oral presentation samples, either in general speaking ability or in the use of grammar and vocabulary. However, the general spoken language abilities of the two groups and their consumption of vocabulary and grammatical elements differed significantly in the post-test. According to the paired sample t-test, the experimental group improved their basic speaking skills more than the control group. Therefore, it can be argued that teaching English through an integrated skills intervention had a better impact on students' speaking abilities than a more conventional method of teaching speaking skills. The study found that integrated skill strategies should be used in EFL lecture sessions to help students develop their interpersonal skills

Significance of Linguistic Politeness Strategies Employed in Teacher-Student Question-and-Answer Sessions in Schools within Magadi Township, Kenya

Linguistic politeness is an aspect that has been used in classroom interaction, although little knowledge is available on politeness expressions during question-and-answer sessions. Therefore, in this paper, the researcher investigates linguistic politeness during question-and-answer sessions to add knowledge to the existing literature on linguistic politeness during question-and-answer sessions. This study aimed to find out the strategies of politeness used by teachers during question and answer sessions in the classroom and the respective payoffs. The target population consists of six primary and secondary school teachers in a classroom engaging learners through oral questions. The study employs a descriptive design and techniques such as questionnaires, interviews and participant observation to collect authentic data. The data are analysed by coding and categorizing the politeness strategies used by the teacher. Data are explained using the principles of Brown and Levinson's Politeness Theory (1987). The findings indicate that teachers used positive politeness, negative politeness and bald-on-record strategies to facilitate the learning process during question-and-answer interactions in the classroom. Further data indicate that the choice of a politeness strategy was influenced by the rank, power and social status of the teacher.