Integrating High-level Questions in Second-Year English Degree Classrooms: Implementation and Challenges
Asking high-level questions is an effective strategy for developing learners’ thinking. Despite the importance of this strategy in promoting and guiding students' thinking, it is found that a great number of teachers ask lower-level questions more than higher-level questions. This is assumed t...
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University of Bejaia Abderrahmane Mira
2024-12-01
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| Series: | The Journal of Studies in Language, Culture and Society |
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| Online Access: | https://univ-bejaia.dz/revue/jslcs/article/view/491 |
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| author | Meriem Kater Yasmine Boukhedimi |
| author_facet | Meriem Kater Yasmine Boukhedimi |
| author_sort | Meriem Kater |
| collection | DOAJ |
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Asking high-level questions is an effective strategy for developing learners’ thinking. Despite the importance of this strategy in promoting and guiding students' thinking, it is found that a great number of teachers ask lower-level questions more than higher-level questions. This is assumed to be due to several challenges related to teachers, students, and other factors. The present research, therefore, attempts to explore the implementation of high-level questions and the challenges that face teachers in incorporating these types of questions in second-year English degree classrooms at the University of Algiers 2. To this end, a mixed-methods approach was adopted using various research methods namely: a questionnaire, an interview, and an observation checklist. The research findings revealed that lower-level questions were used more frequently than higher-level questions. The data obtained from the research tools showed that for the implementation of higher-level questions, the teacher used some techniques such as increasing wait time, repeating the same question several times, and inviting non-volunteering students. Further, it was found that students’ low proficiency, lack of vocabulary, teachers may not be trained to ask high-level questions, as well as large classrooms and lengthy syllabi were the most common challenges. Based on these findings, several pedagogical implications are given. The study recommends a careful planning of questions; matching questions with their purposes; the need to reduce tuition groups; and the need to develop teachers' questioning skills.
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| format | Article |
| id | doaj-art-a669d1cbdafe466e86ea96dd6f992370 |
| institution | Kabale University |
| issn | 2716-9189 2676-1750 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | University of Bejaia Abderrahmane Mira |
| record_format | Article |
| series | The Journal of Studies in Language, Culture and Society |
| spelling | doaj-art-a669d1cbdafe466e86ea96dd6f9923702025-08-20T03:56:04ZengUniversity of Bejaia Abderrahmane MiraThe Journal of Studies in Language, Culture and Society2716-91892676-17502024-12-0173Integrating High-level Questions in Second-Year English Degree Classrooms: Implementation and ChallengesMeriem Kater0Yasmine Boukhedimi1University of Algiers 2 Abou Kacem Saad Allah, AlgeriaUniversity of Algiers 2 Abou Kacem Saad Allah, Algeria Asking high-level questions is an effective strategy for developing learners’ thinking. Despite the importance of this strategy in promoting and guiding students' thinking, it is found that a great number of teachers ask lower-level questions more than higher-level questions. This is assumed to be due to several challenges related to teachers, students, and other factors. The present research, therefore, attempts to explore the implementation of high-level questions and the challenges that face teachers in incorporating these types of questions in second-year English degree classrooms at the University of Algiers 2. To this end, a mixed-methods approach was adopted using various research methods namely: a questionnaire, an interview, and an observation checklist. The research findings revealed that lower-level questions were used more frequently than higher-level questions. The data obtained from the research tools showed that for the implementation of higher-level questions, the teacher used some techniques such as increasing wait time, repeating the same question several times, and inviting non-volunteering students. Further, it was found that students’ low proficiency, lack of vocabulary, teachers may not be trained to ask high-level questions, as well as large classrooms and lengthy syllabi were the most common challenges. Based on these findings, several pedagogical implications are given. The study recommends a careful planning of questions; matching questions with their purposes; the need to reduce tuition groups; and the need to develop teachers' questioning skills. https://univ-bejaia.dz/revue/jslcs/article/view/491challengesEFL teachershigh-level questionslow-level questionsquestioning skills |
| spellingShingle | Meriem Kater Yasmine Boukhedimi Integrating High-level Questions in Second-Year English Degree Classrooms: Implementation and Challenges The Journal of Studies in Language, Culture and Society challenges EFL teachers high-level questions low-level questions questioning skills |
| title | Integrating High-level Questions in Second-Year English Degree Classrooms: Implementation and Challenges |
| title_full | Integrating High-level Questions in Second-Year English Degree Classrooms: Implementation and Challenges |
| title_fullStr | Integrating High-level Questions in Second-Year English Degree Classrooms: Implementation and Challenges |
| title_full_unstemmed | Integrating High-level Questions in Second-Year English Degree Classrooms: Implementation and Challenges |
| title_short | Integrating High-level Questions in Second-Year English Degree Classrooms: Implementation and Challenges |
| title_sort | integrating high level questions in second year english degree classrooms implementation and challenges |
| topic | challenges EFL teachers high-level questions low-level questions questioning skills |
| url | https://univ-bejaia.dz/revue/jslcs/article/view/491 |
| work_keys_str_mv | AT meriemkater integratinghighlevelquestionsinsecondyearenglishdegreeclassroomsimplementationandchallenges AT yasmineboukhedimi integratinghighlevelquestionsinsecondyearenglishdegreeclassroomsimplementationandchallenges |