INTRODUCTION
Rationale
English has become a global language, widely spoken as both a mother tongue and a second language across numerous countries It serves as the primary means of communication in various sectors, including communication, science, technology, and education The significance of English extends beyond mere conversation; it is essential for effective interaction in professional environments As the demand for enhanced language skills grows, educators face the ongoing challenge of making English teaching more effective and communicative to meet learners' needs.
Teaching and learning English involve developing four essential language skills: reading, speaking, listening, and writing, all of which hold equal importance However, the implementation of communicative activities varies across these skills The author has a particular interest in speaking skills, recognizing the challenges faced by both teachers and students in initiating conversations in English during high school Encouraging students to engage in speaking activities and communicate effectively in English remains a significant concern for many educators.
At Nguyen Duc Mau High School, English is a mandatory subject where effective communication in the language relies on a sufficient vocabulary and proper usage However, classroom interactions during speaking lessons are often limited, with only a few students actively participating while many remain silent or disengaged.
Many students excel in reading and writing English yet struggle with speaking fluently and naturally While some express fear of making mistakes, many openly acknowledge a lack of motivation to engage in conversation Consequently, it is essential to explore the factors that inspire and encourage students to improve their spoken English skills.
In the process of learning English, various factors influence language learners' success, including age, personality, aptitude, and motivation This study specifically examines the impact of teachers' questioning strategies during speaking lessons to enhance student participation in the classroom.
Questioning is a fundamental technique employed by teachers in the classroom, with research highlighting its significance in language teaching Teachers often pose numerous questions during lessons, prompting investigations into various aspects of teacher talk, such as the types and frequency of questions, speech modifications, instructions, explanations, and error correction A particular focus has been placed on the nature of teachers' questions, comparing those used in the classroom to those in other contexts Studies have also examined the educational purpose of questions and how different question types influence learning outcomes.
Questioning is a fundamental aspect of effective teaching, as it encourages critical thinking and meaningful discussions among students By employing exploratory and challenging questions, educators can promote higher-order thinking skills such as analysis, synthesis, and evaluation These thought-provoking inquiries inspire students to delve deeper into concepts and apply their knowledge to various contexts As individuals mature, their questioning abilities evolve from simple inquiries to more complex ones, reflecting their intellectual growth For instance, a child may simply ask, "What is this?" while an adult might inquire, "How is this created?" or "What is its relationship to its surroundings?" Such questions drive the quest for knowledge and understanding Therefore, teachers should utilize insightful and scientific questions to enhance learning and guide students in developing their natural curiosity and social awareness Ultimately, questioning serves as a powerful tool for both educators and learners in the educational process.
Despite extensive research, the effectiveness of questioning in enhancing student learning remains an unresolved issue, highlighting the complexity of the topic Consequently, a thorough understanding of effective questioning strategies is essential to inform educational practices, which serves as the foundation for this study.
Aims of the study
This dissertation aims to investigate the questioning strategies utilized by English language teachers at Nguyen Duc Mau High School during their speaking lessons The study seeks to identify the questioning patterns employed by these teachers and to determine the impact of their teaching experience on these strategies.
Research questions
From the aims above, it is given that the study intends to find the answers to the following research questions:
1.3.1.What is the common teachers’ questioning pattern as observed in their teaching of speaking?
1.3.2.How do students respond verbally to the questions their teachers asked?
Methods of the study
In order to obtain preliminary data concerning the teachers’frequency of asking questions in their speaking lessons, a questionnaire was designed and administered to
At Nguyen Duc Mau High School, 80% of teachers participated in a study that collected baseline data to inform classroom observations This survey-based research utilized two primary data sources: a questionnaire and classroom observations Each of the eight teachers completed the questionnaire and was observed twice during their speaking lessons, resulting in a total of 16 lessons focused on analyzing teachers' questioning techniques.
Scope of the study
This study aims to examine the questioning strategies employed by teachers during English speaking lessons at Nguyen Duc Mau High School, along with analyzing students' verbal responses to these inquiries.
Thesis design
The thesis comprises five chapters:
This part provides a brief introduction, rationale , aims of the study, research questions, method, and scope of the study.
LITERATURE REVIEW
Definitions of Questions
The Longman Dictionary of English Language defines a question as a command or interrogative expression aimed at eliciting information or testing knowledge This definition highlights that not all questions are interrogatives and vice versa, which is essential in educational contexts where questions often serve to measure knowledge Unlike non-educational settings, where individuals typically do not ask questions to which they already know the answers, educational environments frequently encourage inquiry Exceptions exist, such as in jokes, quizzes, and courtroom discourse Quirk et al (1985) categorize questions into three main types: Yes-No questions, Wh-questions, and alternative or-or questions, based on the expected response, although this classification leans more towards syntactic features.
Adrian Doff (1998) in "Teach English: A Training Course for Teachers" outlines three key purposes for asking questions in the classroom: to assess student understanding, to provide practice, and to gauge students' thoughts or knowledge He emphasizes that various types of questions can be utilized in different ways to achieve these objectives, highlighting the importance of matching question types to their intended purpose.
Effective questioning in education requires students to engage in repetition, either verbally or through empirical verification Questions serve as the structural foundation of language, articulating needs, requirements, or imperatives that must be addressed The essence of questioning lies in resolving the unknown while leveraging existing knowledge As noted by authors, questions arise from the need to clarify the unknown in relation to what is already known, fostering a deeper understanding of the world Jeffrey D Wilhelme emphasizes that questioning is crucial for structuring study units or content into solvable problems It connects students' prior knowledge with the excitement of acquiring new information, allowing them to apply their learning to real-world situations Thus, questioning plays a vital role in teaching by bridging existing knowledge and practical application.
For students, asking questions is essential for organizing and guiding their cognitive processes It facilitates systematic knowledge acquisition, prevents rote memorization, and fosters engaging learning environments.
Asking questions is a vital tool for teachers, enabling them to evaluate students' abilities and gather valuable feedback for necessary adjustments This interactive approach not only enhances the teacher's understanding of the lesson but also promotes deeper engagement with the material.
The questioning strategy is essential in the classroom, as it encourages student engagement and facilitates deeper understanding According to Penny Ur (1996) in "A Course in Language Teaching," teachers employ questions for various reasons, including promoting critical thinking and assessing student comprehension.
To provide a model for language or thinking
To find out something from the learnerss( facts, ideas,opinions)
To check or test understanding, knowledge or skill
To get learners to be active in their learning
To direct attention to the topic being learned
To inform the class via the answers of the stronger learners rather than through the teacher’s input
Toprovide weaker learners with an opprtunity to participate
To stumulate thinking( logical, reflective, or imaginative); to probe more deeply into issues;
To get learners to review and practise previously learnt material
To communicate to learners that theteacher is genuinely interested in what they think
Effective communication hinges on asking the right questions, which enhances various communication skills by facilitating information gathering, relationship building, and effective management A well-structured questioning strategy is crucial for students to comprehend texts, allowing them to practice concepts while enabling teachers to provide immediate feedback Engaging students in the questioning process fosters confidence and a sense of accomplishment, particularly when they answer correctly This positive reinforcement from teachers motivates learners and cultivates an environment conducive to active, creative learning Moreover, questioning stimulates critical thinking and encourages discussions that develop higher-order thinking skills such as analysis, synthesis, and evaluation Research indicates that instructors can spend a significant portion of class time—up to 80%—asking questions, with some studies suggesting that this number can reach 120, depending on the class context.
According to Mazouzi (2013), effective learner-oriented activities must prioritize both fluency and accuracy in speech, as these elements are crucial for teaching foreign languages in a communicative context Classroom activities play a vital role in helping students enhance their communication skills, necessitating a clear understanding of the language system's proper functioning Fluency is identified as a key characteristic of speaking, representing the primary objective teachers aim for when developing their students' speaking abilities.
Thorns (2005) emphasizes that fluency is the ability to present information clearly and effectively When a speaker conveys a problem in an understandable manner, it maintains the listener's engagement and prevents boredom, encouraging continued communication.
According to Hedge (2000), effective speech requires a coherent combination of words, clear pronunciation, and appropriate use of stress and intonation Accuracy is also crucial, as learners must focus on grammatical correctness, vocabulary, and pronunciation to achieve fluency Consequently, teachers should emphasize both accuracy and fluency when developing speaking skills in students.
Thornbury (2005) emphasizes that effective spoken communication hinges on learners' mastery of grammatical structures, which involves careful consideration of speech length, complexity, and the overall structure of propositions Additionally, selecting appropriate vocabulary is crucial, as the same word or phrase can convey different meanings depending on the context To ensure clarity and prevent misunderstandings, learners must use words and expressions accurately.
Pronunciation is a crucial aspect of language learning that students must focus on when speaking English To communicate accurately, learners should familiarize themselves with phonetic rules and the correct pronunciation of words Additionally, understanding key characteristics such as stress, intonation, and rhythm is essential, as these elements facilitate easier and more effective English learning.
Questioning in speaking lessons is crucial, yet crafting effective questions to engage students can be challenging Several factors hinder students' communication abilities in the classroom, including self-deprecation, lack of knowledge, insufficient participation, and reliance on their mother tongue Self-deprecation often stems from a fear of making mistakes and being criticized, leading to a lack of confidence when expressing themselves, as noted by Littlewood (2007) Additionally, students frequently struggle to recall information or feel motivated to share their opinions, often due to teachers selecting topics that do not resonate with them, resulting in a lack of relevant knowledge to discuss.
Baker and Westrup (2003) highlight the challenges students face in expressing themselves due to their limited understanding of the subject matter and language Many students struggle with vocabulary selection and proper grammar usage Additionally, participation rates in classroom activities are often low, especially in large classes where only one student speaks at a time, leaving others to listen passively Consequently, while some students actively engage, many remain silent and do not contribute to discussions.
Students often resort to their native language during English-speaking practice, as it allows for easier expression and more meaningful communication Harner (1991) identifies several reasons for this trend: students may lack sufficient knowledge of the topic in English, leading them to default to their mother tongue; they find it more natural to present in their native language; and teachers, who are also comfortable in their first language, may inadvertently encourage this behavior In non-English speaking countries, teachers serve as the primary source of communication, making it essential for them to adapt their questioning techniques to meet students' needs The demand for interaction and feedback from experienced teachers is heightened in these contexts, as learners seek guidance on their language development Research indicates that questioning is a prevalent strategy in language classrooms, with teachers often spending a significant portion of class time engaged in Q&A, highlighting the vital role of questions in second language acquisition (Farooq, 1998).
Classification of questions in foreign language learning
Questioning activities play a crucial role in communication, serving both asking and answering functions with high frequency Their creative and flexible nature enhances their effectiveness in content delivery and adds value for participants in discussions Despite the challenges in categorizing the diverse types of questions, numerous authors have attempted to classify them into various categories over the years.
In situations where the authenticity or clarity of a previous dialogue is in doubt, speakers can seek clarification by asking questions Referential questions, which are commonly used in both naturalistic and classroom discourse, are those to which teachers do not have predetermined answers (Farooq, 1998) These questions fall under the category of open-ended inquiries, encouraging deeper engagement and understanding.
Questions play a crucial role in conveying implicit meanings within discourse, as they can sometimes be misinterpreted or deliberately overlooked by the speaker Listeners must assert their legitimacy beyond the speaker's intent, reflecting values such as conception, conjecture, and criticism, often infused with emotions like sadness, anger, or humor These inquiries are known as display questions, which seek to elicit specific responses or highlight particular structures, as noted by Farooq (1998).
To effectively develop topics and content for conference meetings, it's essential to engage speakers by requesting additional information on relevant aspects such as timing, location, and participants This approach ensures a comprehensive understanding of the themes being discussed.
Questions play a crucial role in capturing and maintaining the listener's attention during the membership process If a listener becomes distracted or disengaged, it can result in unproductive interactions that detract from the conference's goals An attentive listener is essential for a successful outcome, as their focus indicates a willingness to engage To foster an engaging atmosphere and ensure cohesion, speakers should employ various techniques to adjust the listener's attention The primary aim is to create excitement and encourage active participation, ultimately guiding the conversation towards a meaningful conclusion.
When the content of a conference is deemed unsatisfactory, the speaker can utilize their speech to address and rectify any issues, ensuring the conference stays on track This approach not only corrects the content but also helps refocus the speaker's message, guiding the discussion in a more productive direction.
In the realm of education, questioning serves as a vital communication tool between teachers and students While active teaching may seem to diminish direct communication, it plays a crucial role in effective teaching methods This approach not only demonstrates the teacher's commitment to their role but also fosters an encouraging environment that motivates students to engage in learning.
Incorporating questions for students during lessons promotes an interactive learning environment, allowing them to engage deeply with the content This approach encourages students to draw their own conclusions, find illustrative examples, and solve simple problems independently By utilizing a question system, educators can foster an open teaching method that emphasizes exploration and self-discovery, enhancing the overall educational experience.
Questions for students to discuss: These questions can be considered as a means for students to work in groups, asking students to evaluate a workflow, classify, compare
To foster student engagement, educators can implement situational questions that encourage brief exchanges and exploration among peers These exploratory tasks should be carefully prepared in advance, ensuring they present scenarios that prompt students to share concise responses By structuring these activities effectively, teachers can create a dynamic learning environment that promotes collaboration and critical thinking.
Questions designed to assess students' knowledge and skills are typically utilized to evaluate their preparation at home These topics are discussed in depth during educational assessment lectures.
Engaging students during a lesson can significantly enhance their focus and learning experience By utilizing thought-provoking questions instead of commands like "please pay attention," teachers can effectively capture students' interest, especially when they appear tired or distracted This approach not only demonstrates the teacher's skill in the art of teaching but also helps maintain the flow of the lecture while actively involving students in the learning process.
Active teaching should focus on optimizing each student's limited time at school, benefiting both high-achieving and struggling learners To achieve this, educators must create a diverse range of questions tailored to the varying intellectual abilities of students for each subject Additionally, when designing self-assessment tests, it is important to incorporate different question types to ensure that all students engage with the material and that exceptional performers can be easily identified.
In active teaching, student activities in the classroom are designed to address specific learning situations that stem from the teacher's lesson plan Case questions present cognitive challenges, highlighting the gap between knowledge and uncertainty, as well as the difference between knowing the correct information and understanding its explanation.
In the teaching process, it is essential for educators to engage with students by tailoring questions to their individual abilities This approach not only fosters a deeper understanding of each student but also enhances their overall learning experience.
Nonetheless, there are two main types of questions:
Closed questions are inquiries that yield a single answer, typically "true" or "false," or "yes" or "no." They are primarily utilized to assess existing knowledge and evaluate memorization levels, particularly in contexts that require precise and specific responses without extensive thought Often found at the conclusion of lessons or following introductions, closed questions serve to confirm students' understanding of tasks and instructions necessary for lesson progression This question format limits students' responses, providing little freedom in their answers.
Teachers’ questions and students’ responses to teachers’ questions in foreign
Despite increasing interest in classroom dynamics and the prevalence of questions in foreign language instruction, research on how teachers utilize questions remains scarce.
In a study conducted by White and Lightbown (1984), it was found that an ESL teacher posed an impressive 427 questions during a 50-minute class Additionally, research by Long and Sata (1983) highlighted notable differences in the types of questions used in conversations between native and non-native speakers, revealing that 76% of referential questions were asked in dialogues among native speakers.
Research indicates that the level of a teacher's questions significantly influences student responses Specifically, studies show that factual recall questions elicit shorter answers compared to higher-order questions that require interpretation or opinion (Dillon, 1981; Cole & Williams, 1973).
As Mehan (1979) has reported, the use of display questions generates a variety of responses exclusive of the language classroom The author writes,
Teachers frequently seek a singular correct answer to known information questions, which students often respond to with diverse answers This dynamic can create a challenge in the classroom, as educators aim to guide students toward the predetermined correct response.
“trial” responses which are in search of validation as the correct answer (p
Teachers play a crucial role in the classroom by not only providing answers to questions but also ensuring coherence in discussions This highlights the importance of their position in fostering an effective learning environment.
METHODOLOGY
Research method
In this study ,data were largely collected through classroom observation
To gain insights into teachers' questioning habits during speaking lessons, a questionnaire was administered prior to classroom observations This self-reported data provided essential baseline information that informed the subsequent observations, allowing for a more accurate assessment of the employed strategies in the classroom.
Participants
At Nguyen Duc Mau High School, the Foreign Language Teaching department consists of 10 English teachers, with 8 participating in this study, including the Head of the Department The majority of these teachers are female, born in the 1970s and 1980s, with the oldest in the late 1970s and the youngest in the late 1980s Among the 8 teachers, there are 2 males and 6 females, all of whom have at least four years of teaching experience One teacher holds an M.A degree, and most have pursued additional courses to enhance their teaching skills These dedicated and kind educators are passionate about teaching and committed to expanding their English knowledge, which drives their willingness to assist students in overcoming learning challenges.
No Pseudonames Gender Years of experience
5 Chu Thi Trung Thu Female 10
Table 2: List of teachers participate in the study
The author is granted access to classrooms to observe the questioning strategies utilized by teachers Through non-participant observation, the author remains unobtrusive, minimizing any potential pressure on the teachers This approach allows for a focused review of the questioning techniques employed, ensuring an objective analysis of the teaching and learning environment without direct involvement.
Methods of data collection
In educational research there are two approaches to classroom observation for research purposes: participant and non-participant observation The latter approach was adopted in this study
Classroom observation is the process of formally or informally watching teaching in action within a classroom or learning environment These observations can vary in duration, lasting from just a few minutes to an entire class period or school day, and serve multiple purposes Primarily, classroom observations are viewed as a valuable school improvement strategy aimed at enhancing instructional quality and teaching effectiveness.
Observation is an effective and straightforward data collection method that yields clear and accurate results It involves gathering both qualitative and quantitative primary data about participants' behaviors and verbal interactions in their work or study environments This approach enables researchers to capture objective insights without the biases that can arise from self-reported data, particularly when examining teachers' questioning habits during lessons Relying on memory and subjective opinions can lead to inaccuracies, making observation a preferable choice Additionally, its simplicity and cost-effectiveness align well with the study's scope and budget By conducting classroom observations of 45-minute lessons, the author aims to document real-time classroom dynamics, thereby enhancing the reliability of the findings.
David Nunan (1992) gives four methods of classroom observation in Research methods in language learning
Formal experiments and quasi-experiments are commonly utilized for gathering evidence on language use, yet they are relatively uncommon in classroom research, particularly when data is collected in authentic classroom settings One of the pioneering studies in this area was the Pennsylvania Project, which aimed to determine whether audiolingual instruction outperformed traditional language teaching methods The researchers specifically intended to demonstrate that audiolingual instruction was indeed superior to traditional approaches.
Stimulated recall is a research technique where parts of a lesson are recorded and transcribed, allowing teachers to reflect on their teaching and learning processes This method provides valuable insights that are often hard to achieve through other approaches It is especially beneficial in collaborative research, as it facilitates discussions among researchers and students, enabling them to share their interpretations of classroom events directly connected to specific moments in the lesson.
Numerous observation schemes have been created to document classroom interaction, with Chaudron (1988) identifying twenty-four distinct methods developed over the past twenty-five years, building on Long's (1980) initial analysis When choosing an observation scheme, it is essential to align the selected method with the specific research objectives.
Interaction analysis in the classroom focuses on the discursive examination of classroom dialogue, utilizing various methods and techniques One notable approach is adapted from Halliday and Halliday and Hasan, as presented by Lenke (1985) Lenke's perspective emphasizes viewing schools as social institutions rather than mere knowledge delivery systems, highlighting the impact individuals have on each other's lives within the educational environment.
Types of observation
There are two different ways of conducting an observation data collection
To ensure data accuracy and facilitate further analysis, it is essential to review published data over a designated period This step allows for a thorough examination of the materials involved.
Observing the behavior and attitudes of research subjects can be categorized into three key areas First, attitude observation focuses on physical movements and expressions, including eye contact and gestures Second, the language level involves analyzing the content of presentations, communication styles, and the depth of information conveyed Lastly, non-language observation encompasses auditory elements such as speech pitch, tone, tempo, participation dynamics, and stylistic choices, including vocabulary and pronunciation.
This research utilizes the second type of observation method, which focuses on the behavior and attitudes of the research subjects Specifically, the observation centers on the language level, analyzing the number and types of questions posed by teachers during lessons.
This study utilized a non-participant observation method to gather essential data An observation sheet, based on Cazden’s (2001) framework for teacher questioning, was employed to record detailed notes During the observation, every question posed by the teacher and the corresponding student responses were meticulously documented for subsequent analysis.
Data analysis
To identify the common patterns in teachers' questioning, I categorized the questions posed by each teacher during the observed speaking lessons and analyzed the frequency of each question type.
To analyze students' responses to the teacher's questions, I recorded instances from observed lessons where questions were posed and answered This process enabled me to evaluate how students reacted to different question types and assess the extent of learning that occurred based on their responses.
Ethical issues
In academic action research, it is essential to uphold professionalism by informing all relevant parties before conducting the study, particularly those who may be indirectly affected, and by avoiding plagiarism through proper referencing This ethical obligation is particularly critical in situations where there are potential risks, incentives, or negative impacts on participants Conversely, in many educational and management contexts, as well as in anonymous surveys and field observations where there are minimal risks to researchers, it may be permissible to conduct studies without prior notification to the involved parties.
The study adheres to Vietnamese regulations by utilizing appropriate materials for 11th grade students, ensuring minimal impact on their academic content The author's research, devoid of commercial motives, aims to identify effective questioning strategies to enhance English lesson outcomes Questioning plays a crucial role in positive teaching methods, making it essential to select the right questions to foster student engagement and critical thinking Consequently, the study is not expected to significantly affect participants or their mindset, and the author will seek permission from the school and responsible teachers.
This research adheres to the Professional Code of Conduct by properly referencing all opinions, ideas, and phrases from other authors The study is conducted authentically by the author, ensuring no plagiarism or copying occurs Additionally, it presents original findings based on primary data, distinctly separate from any other published work.
FINDINGS AND DISCUSSION
Results from teachers’ questionnaire
The survey and observation included eight teachers, comprised of two new recruits with under six years of experience, three teachers with six to ten years of experience, one teacher with eleven to fifteen years, and two seasoned educators, none of whom have over twenty years of experience.
The study will utilize both classroom observations and a teacher questionnaire to gather data The observation sheet will focus on the frequency and variety of question types used by teachers at the target school Meanwhile, the questionnaire will feature nine questions exploring teachers' teaching experiences and their intentions behind asking questions These intentions will include the frequency of targeting individuals, specific groups, or the whole class, as well as the expected outcomes and purposes of the questions posed.
The data reveals that teachers who consistently target individuals with their questions do not typically focus on specific groups, indicating a distinct questioning strategy There appears to be minimal correlation between teachers' years of experience and their questioning strategies While all teachers utilize questions that expect answers to some degree, more experienced educators tend to ask fewer probing questions compared to their less experienced counterparts Among the eight teachers surveyed, responses from those with over 11 years of experience included "Rarely," "Never," and "Usually," whereas those with fewer years responded with "Often," "Usually," and "Always." This suggests that experienced teachers may not view questioning as a means to probe students deeply Nonetheless, asking questions remains a vital tool for teachers to assess student understanding and receive feedback, ultimately enhancing their grasp of the lesson.
Frequency of question targeting individuals
Frequency of questions targeting groups
Frequency of questions expecting answer
Table 3: Statistics on teacher survey (1)
Many teachers exhibit a reluctance to utilize questions that promote higher-order thinking among students, with a significant number stating they "never" employ such strategies, regardless of their experience level While asking probing questions can enhance student engagement and foster critical thinking skills like analysis and evaluation, the surveyed teachers largely refrain from adopting this approach Interestingly, both novice and seasoned teachers tend to avoid these types of questions, whereas those with 5 to 16 years of experience occasionally incorporate them The survey indicates that teachers with moderate experience are more willing to experiment with diverse questioning strategies In contrast, all teachers frequently use questions aimed at recalling facts and information Responses regarding questions that guide learning and manage classroom dynamics vary significantly, reflecting a spectrum from "never" to "always." Students often find the process of questioning enjoyable, and answering correctly boosts their confidence and sense of achievement Even when not directly called upon, students feel more assured if they believe their answers are correct This confidence, coupled with praise from teachers, serves as a strong motivator, making the use of questions for guiding learning and managing the classroom a valuable practice.
Frequency of questions promoting high level of thinking from students
Frequency of questions reminding certain facts and information
Frequency of questions constracting and redirecting learning
Frequency of questions to control class
Table 4: Statistics on teacher survey (2)
In summary, less experienced teachers tend to employ more probing questions, while those with 5 to 16 years of experience integrate questions that encourage higher-order thinking into their teaching strategies Both the least experienced and more seasoned educators utilize these questioning techniques to enhance student engagement and learning outcomes.
Avoid using certain types of questions that overlook teachers' years of experience Additionally, the teachers in the study appear hesitant to use questions for probing students, preferring instead to employ them for contrasting information, redirecting learning, and managing the classroom.
An analysis of classroom observation data from eight teachers revealed a significant prevalence of Display questions at 78.3%, followed by Rhetorical questions at 18.3% and a mere 3.4% for Exploratory questions The dominance of Display and Rhetorical questions, which typically elicit predetermined responses, indicates a monologic approach to questioning, as opposed to the more engaging and opinion-driven Exploratory questions Overall, these findings highlight a concerning trend where 96.63% of the questions posed by teachers limit student interaction and discourse.
Below is one example from the classroom observation
1 T: So I again have some pictures Can you see them? [T shows class some pictures] So these are some festivals in Vietnam , and can you recognize them? What’s first? [referring to a picture depicting Tet]
3 T: Yes, Tet We also say what?
5 T: Ah, Lunar new year or spring festival
6 T; What about this? (shows the second picture)
Results from Student responses
In a study observing 16 speaking lessons taught by eight teachers, I utilized an observation sheet based on Cazden’s (2001) taxonomy of questions to analyze teacher-student interactions The participation of students in responding to questions is crucial, as they may either provide detailed answers, offer brief responses, or remain silent Observations revealed that while some students articulated their answers well, others provided concise responses or struggled to engage To foster a supportive classroom environment, it is essential for teachers to employ strategies that positively reinforce student contributions, encouraging future participation through affirmative feedback and positive nonverbal cues.
1.How are you? Student 1(S1): I am good
2.Are you ready for the lesson? Most of studend say aloud : I am ready
3.Ask Students to look at the picture in the text book and answer question: Which services do the post office offer?
S1: There are some services provided by the post office : mail service and money transfer
S3: Phone call is one of the service the post office offers
S4:I have the same idea S5: (Smile) I have no idea
4.Which service do you like most? S1: Money transfer
S2: There are some services provided by the post office but I like most is Press distribution
S3: I like Press distribution most because
I can have Hoa Hoc To newspaper delivered to my house
S5:(with the help of his classmate) Phone calls
5.What service is the customer using in the dialogue?
S2:The customer is using fax service
S3:Fax service is supplie by the post office
S4: It is cheap and convenient
S5: Fax service is a way to send a document and keep its original shape
6.Teacher provides situation (Task2.page
104.textbook): Make the conversation from the suggestions.The conversation takes place between a clerk (A) and a customer (B), who wants to have a telephone line installed at home
6.1 How do you say greeting?
(Students works in groups of 4)
6.2.How can you ask about the customer’s address?
6.3.How can you ask when the installation take place?
6.4.How can you ask if A can come on
6.1.G1:Good morning.Can I help you?(Tuan)
G2: The same G3: No response G4:I agree with Tuan
G4:Can you tell me about your address?
G1.When can you install it?
G3:When will the installation take place? G4:I agree with his answer
G1: I am sorry I can’t answer G2:Can you come on Friday?
7.Can you remember what we have learned today?
S1: The post office S2:The services the post office offer
S3:Some services provided by the post office are mail, phone calls,moneytransfer
S4: We ask and anwer about telephone installation
8.Do you remember the process of telephone installation?
S1: Giving address S2:when the installation take place S3: Iam sorry I don’t remember
S4:First,the customer gives his address.Next,he asks when the installation will take place.Then,he wants to know about the installation fee and monthly fee…
9.Do you like playing game to relax? Most of them are eager to say : yes
The lesson plan was taught by the same teacher in different class 11C13.Mrs Dieu has already adjusted the lesson plan to be suitable to this class
1.How are you? Student 1(S1): I am good
2.Are you ready for the lesson? Some students say aloud : I am ready
3.Ask Students to look at the picture in the text book and answer question:
Which services do the post office offer?
S1: Mail service and money transfer
S2: Fax service S3: ( Keep silent) S4:Newspaper S5: Magazine 4.Which service do you like most S1: Money transfer
5.What service is the customer using in the dialogue?
S1: (No response.) S2:Telephone S3: Fax service
S4: The customer is using fax service
(Task2.page 104.textbook): Make the conversation from the suggestions.The conversation takes place between a clerk
(A) and a customer (B), who wants to have a telephone line installed at home
6.1 How do you say greeting?
6.2.How can you ask about the customer’s address?
(Students works in groups of 4)
6.3.How can you ask when the installation take place?
6.4.How can you ask if A can come on
G1.(No response) G2:(Keep silent) G3: (Keep silent) 6.4
G1: I don’t know G2:Can you come on Friday?
7.Can you remember what we have learned today?
S1: phonecalls S2:The services the post office offer S3: money transfer/ fax
8.Do you remember the process of telephone installation?
-what is next? Asking about the time? S3: ask about fee
9.Do you like playing game to relax? Some of them are eager to say : yes
In summary, students' responses were influenced by several factors, including clear instructions and logical teaching methods from teachers Positive behaviors such as friendliness, enthusiasm, tolerance, and a sense of humor motivated students to engage without fear of giving incorrect answers Conversely, a lack of confidence and the fear of losing face contributed to low participation levels among some students.
Results from classroom observation
Observational data from sixteen 45-minute speaking classes reveal that teachers ask an average of 9.5 questions per class The number of questions posed by eight teachers varied, ranging from 6.5 questions for a teacher with 6-10 years of experience to 11.5 questions for teachers with 16-20 years and those with 11-15 years of experience On average, questions are asked every 3-4 minutes to every 7-8 minutes during lessons, reinforcing the importance of questioning as a primary communication method between teachers and students This frequency indicates the teacher's engagement, which motivates students to learn Notably, more experienced teachers tend to ask more questions; those with 1-5 years of experience asked between 7 to 10 questions, while teachers with 6-10 years asked between 6 to 11 questions, and those with 11-15 years asked 11 questions on average.
Teachers predominantly favor Yes-no questions over open-ended ones, typically asking 7 to 8 Yes-no questions compared to just 1 or 2 open-ended questions per class This trend is particularly evident among more experienced teachers, who tend to pose a greater number of open-ended questions, highlighting the potential impact of teaching experience on questioning strategies in the classroom.
4 and No 8 who asked 3 and 1.5 such questions per class)
Open-ended questions per class
Yes-no questions per class
Table 5: Statistics on observational of sixteen speaking classes
In short, more experience teachers seem to ask more questions, particularly open- ended ones and teachers seem to ask, in average, 9.5 questions per class, mostly yes- no questions.
Discussion
Research findings reveal the current use of questioning strategies in speaking lessons at Nguyen Duc Mau High School Teachers predominantly employ questions that anticipate direct answers, aiming to contrast, redirect learning, and manage the classroom However, more experienced educators occasionally integrate higher-order thinking questions into their teaching From the students' perspective, while they consistently complete homework, they tend to shy away from actively participating in class discussions and reviewing material after school Furthermore, students struggle to assess the effectiveness of the questioning strategies used by their teachers, whether they involve probing questions or those designed to elicit straightforward responses.
At Nguyen Duc Mau High School, teachers typically ask an average of 9.5 questions per 45-minute lesson, predominantly yes-no questions This approach aligns with previous recommendations for using questions to anticipate student responses Such questions help assess students' existing knowledge and memorization levels, making it easier for them to comprehend and respond without the fear of making mistakes Given the students' tendency to be shy in class participation, this strategy appears to be effective However, it is essential to remember that a successful questioning strategy also involves proper procedures, such as allowing time for responses and considering various factors beyond just the content of the questions.
Effective questioning in the classroom necessitates active participation from both teachers and students Teachers should implement a "waiting time" after posing a question, allowing students the opportunity to think critically before responding This approach encourages broader participation, giving all students a chance to contribute their ideas If immediate sharing isn't possible, providing alternative outlets, such as a diary, enables students to record their thoughts for future discussion.
This section presents data gathered from teacher questionnaires and classroom observations to assess the frequency of various question types, along with students' responses to the questions posed by the teacher.
The next chapter will focus on major findings,discussion and recommendations for solving the research questions.