Teacher Questions for Elicitations in the EFL Classroom: A CA-Based Teacher Reflection
A CA-Based Teacher Reflection
Abstract
Teachers’ questioning practices are indispensable parts of language classrooms in terms of enhancing students’ level of comprehension and maintaining an interactive classroom discourse. Therefore, it is of significance for teachers to be aware of what kind of questions they ask in their lessons. To this end, this study aims to shed light on a teacher’s reflective practice based on a stimulated recall session. Based on conversation analysis with no previous hypothesis or research focus as for the method of data analysis, the focus of this study was determined after the reflective stimulated-recall session was over. Together with the researcher, the teacher had the chance to see a salient pattern regarding her questioning practice and reflected on this with the help of the guiding questions or prompts of the researcher. Hence, this study aimed to show what kind of an impact conversation analytic or evidence- based teacher reflection has on the teacher’s recognition and evaluation of her questioning practice. Based on the teacher’s reflection, several pedagogical implications have also been provided including some basic techniques to ask effective questions to elicit answers from students in EFL classrooms.
Keywords: Teacher questions; conversation analysis; teacher reflection
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