A Study On English Language Teachers’ Questions And Questioning Strategies: Korem High School In Focus

Abstract

This study attempted to investigate English Language Teachers’ questions and questioning strategies at Korem High School which is one of governmental institution in Tigray Region. The data were collected through quantitative and qualitative method through analyzing the data from observation, questionnaire and interview instruments. Even if the participants of the study were teachers and students, the study engaged five teachers’ participants as the main target. In other word,a total of 10 teachers and 120 students responded to the questionnaire, 5 classes were observed three times and 5 teachers were also interviewed. A special emphasized was put on probing the types of questions teacher asked o students and their questioning strategies in classroom. The finding of this research revealed that the knowledge and comprehension questions(lower order questions) were frequently asked by the teacher while it leaves little opportunity for analysis, synthesis, and evaluation questions (higher order questions). Drawing from the findings, the study presents lower level types of questions were used basically. Distributing questions to voluntary students, no sufficient time for a response and translating and repeating questions were frequently used by teachers. Pertaining difficulties, students fear and language level were the common challenges not ask effective questions in EFL classroom.