Developing awareness of questioning strategies for second language learner teachers

Abstract

Asking varying levels of questions within the cognitive domain is not an innate skill, which is especially true with English as a second language learner teachers. To develop their awareness of teacher questioning strategies, an eight-week quasi-experimental study, designed based on the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) has explicitly taught participants (N=14) questioning strategies of asking varying levels of questions and Divergent Questions through intense restructuring activities and a Question-Question Game. Pre-and post-tests, and pre-and post-questionnaires, including question journals, are administered. The results, compared with the control group (N = 7) using paired-samples t tests show that explicit instruction has developed participants' awareness of formulating levels and varieties of questions. Participants have significantly (t(13) = 3.67, p