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ERIC Number: EJ902179
Record Type: Journal
Publication Date: 2010-Sep
Pages: 21
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1030-8385
Classifying Teacher Questions in EFL Classrooms: Question Types and Their Proper Use
Wong, Ruth
TESOL in Context, v20 n1 p37-57 Sep 2010
This paper reports the findings of a case study investigating the taxonomy of question-types in Hong Kong EFL classrooms, their appropriate application by teachers, and the resulting effectiveness in helping students understand the correct lesson objectives. Triangulation was conducted in data collection using classroom observations, teacher in-depth interviews, and student interviews. Results indicated low-cognitive questions were common. Of those, knowledge-based questions were most frequently used for teaching vocabulary or confirming student understanding. This was regardless of whether the lesson's nature was straightforward grammar or task-based learning. Other findings indicated that teachers used questions inefficiently to manage the classroom or stage lessons. High-cognitive questions, which engender practical English use, were rarely used. Teacher-selected question-types are evaluated for effectiveness, and implications for classroom pedagogy are discussed.
Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong