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, t.....

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