Research Proposal on Teacher Questioning and Classroom Interaction in Chinese University EFL Classrooms
Abstract
engagement in Chinese university EFL (English as a Foreign Language) settings. The proposed research will draw upon mixed methods approach using both quantitative and qualitative analyses including classroom observation, questionnaires, focus group interviews with students
and semi-structured interviews with teachers, a kind of methodological triangulation. By addressing the impact of questioning methods on
student participation and interaction, this study aims to offer insights into enhancing instructional practices and fostering a more engaged and
participative learning environment.
Keywords
Full Text:
PDFReferences
[1] Al-Zahrani, M. Y., & Al-Bargi, A. (2017). The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis. English Language Teaching, 10(6), 135-150.
[2] Borich, G. (2002). Becoming a teacher: Routledge.
[3] Chaudron, C. (1988). Second Language Classrooms. Research on Teaching and Learning: ERIC.
[4] Denscombe, M. (2017). EBOOK: The good research guide: For small-scale social research projects: McGraw-Hill Education (UK).
[5] Ellis, R. (1994). The study of second language acquisition: Oxford University.
[6] Gall, M. D. (1970). The use of questions in teaching. Review of educational research, 40(5), 707-721.
[7] Nappi, J. S. (2017). The importance of questioning in developing critical thinking skills. Delta Kappa Gamma Bulletin, 84(1), 30.
[8] Norton, D. (1989). The effective teaching of language arts: the third edition. Columbus, Ohio: Merrill Publishing Company.
[9] Nunan, D. (1989). Understanding Language Classrooms. Hertfordshire. In: Prentice Hall. Parrish, B.(2004). Teaching Adult ESL: A Practical .
[10] Orstein, A. (1990). Strategies for Effective Teaching. New York: Harper & Row.
[11] Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge university press.
[12] Ruth, J. L. (2013). Exploring factors contributing to Chinese college students embracing communicative language teaching: Biola University.
[13] Shao, Q., & Gao, X. A. (2016). Reticence and willingness to communicate (WTC) of East Asian language learners. System, 63, 115-120.
[14] Siddiqui, S. (2016). Education policies in Pakistan: Politics, projections, and practices: Oxford University Press.
[15] Swain, M. (1995). Three functions of output in second language learning. Principles and practice in applied linguistics: Studies in honor of HG Widdowson, 125-144.
[16] Tsui, A. B. (1995). Introducing classroom interaction: Penguin Books.
[17] Ur, P. (1999). A course in English language teaching. Cambridge University Press.
[18] Wajnryb, R. (1992). Classroom observation tasks: A resource book for language teachers and trainers: Cambridge University Press.
[19] Wang, D. (2002). On Strategies of English Teaching. Foreign Language Teaching and Research Press.
[20] Yu, W. (2010). An analysis of college English classroom questioning. Journal of. Language Teaching and Research, 1(2), 136-144.
Refbacks
- There are currently no refbacks.
