A Case Study of Grades 7 And 8 English as a Foreign Language (EFL) Teachers’ Practices of Questioning

Abstract

Purpose: This study examines the questioning strategies employed by EFL teachers in secondary education, tracing the historical roots of questioning as a pedagogical tool and assessing its impact on stimulating students’ thinking skills. It specifically investigates how classroom questioning in a private school in Karachi aligns with teachers’ stated perceptions versus their actual practices.
Methodology: Data were collected from two grade 7 and 8 EFL teachers through classroom observations, document analysis, and semi-structured interviews. The study focused on quantifying the types of questions asked, the repetition of questions, and the wait time provided to students during EFL lessons.
Findings: The findings reveal that 89% of the teachers’ questions were centered on knowledge and comprehension, targeting lower-order thinking skills. Additionally, 31% of the questions were repeated throughout the lessons, and the wait time following questions was predominantly between 2 to 3 seconds. These results indicate a discrepancy between the teachers’ perceptions of effective questioning and their actual classroom practices, highlighting the need for ongoing professional development.
Originality/value: This study contributes to the field by providing an in-depth analysis of EFL questioning techniques in a secondary educational context in Karachi. It underscores the necessity for teacher training programs that bridge the gap between a theoretical understanding of questioning and its practical application, ultimately aiming to enhance higher-order thinking in the classroom.