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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| This study was aimed to investigate teachers’ questioning techniques in developing
students’ critical thinking ability that were common in the EFL classroom. This study
also seeks to categorise the frequency' of lower-order cognitive question and higherorder
cognitive questions. The difficulties faced by the teachers during teachers’
questioning sessions and how the teachers addressed the problems, and teachers’
perspective on developing students' critical thinking through questioning were also
examined. A case study design was selected for this study. Six English language
teachers from a university in Indonesia were selected as participants through the
purposive sampling method. The research instruments used in this study were
classroom observation checklists and interview protocol. Data collected were
analysed using thematic analysis and frequency counts. The findings showed that all
participants used the six cognitive level questions based on Bloom’s Taxonomy, they
were knowledge, comprehension, application, analysis, synthesis, and evaluation. The
results also indicated that the teachers asked lower-order questions more frequently.
Students’ background knowledge and English language proficiency level were the
students’ problems faced by the teachers during questioning. Students tend to keep
silent during questioning. Different techniques were used by the teachers to elicit
students’ responses, they were repetition, rephrasing, simplification, decomposition
and probing. Despite holding different perspectives concerning the development of
students’ critical thinking, all teachers were aware of questioning sessions conducted
in the classroom can help the development of students’ critical thinking ability. As a
conclusion, appropriate types of questioning and questioning technique can help the
development of students’ critical thinking skills. The implication of this study
suggested that the use of questioning would enhance students’ critical thinking
development and could raise awareness of the role of question types and questioning
techniques in developing students’ critical thinking. |
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