Student Teachers’ Questioning Strategy in EFL Microteaching Class

La Sunra, La Sunra and Nur, Zahraini Fajri (2020) Student Teachers’ Questioning Strategy in EFL Microteaching Class. Asian EFL Journal, 27 (3.2). pp. 139-161. ISSN 1738-1460

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Abstract

Abstract Questioning has been considered as one of the most essential and important techniques and skills in instructional processes. Questioning helps teachers to check if the students understand what they have been taught, to enhance students’ involvement in classroom learning activities and to promote students’ creative thinking in classroom interaction. Student teachers are therefore recommended to be able to master this technique and skill and practice it in Microteaching class before coming into schools for teaching practice. This study aimed to investigate the types of questions the student teachers produce during the microteaching sessions in EFL Microteaching class. The method of the study was qualitative in nature. The subject of the study was the EFL student teachers attending Microteaching class during the odd semester of academic year 2018/2019. The results of the research showed that (1) the student teachers showed convergent and divergent beliefs with regard to teacher questions; (2) the types of questions used by student teachers in microteaching practice sessions mainly consisted of echoic and epistemic questions in almost all their subcategories; (3) the questioning strategies used by the student teachers ranged from structuring, nominating, probing, leading, and pausing questions. Besides, the study also revealed that the student teachers mostly used low order questions, and less high order questions.

Item Type:	Article
Subjects:	FAKULTAS BAHASA DAN SASTRA KARYA ILMIAH DOSEN Universitas Negeri Makassar > KARYA ILMIAH DOSEN
Divisions:	KOLEKSI KARYA ILMIAH UPT PERPUSTAKAAN UNM MENURUT FAKULTAS > KARYA ILMIAH DOSEN KARYA ILMIAH DOSEN
Depositing User:	Herling HR Sahade
Date Deposited:	21 Jun 2023 10:50
Last Modified:	21 Jun 2023 10:56
URI:	http://eprints.unm.ac.id/id/eprint/30925

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