Department of Foreign Languages and Literature
Permanent URI for this collectionhttps://repository.mu.edu.et/handle/123456789/135
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Item AN INVESTIGATION IN TO TEACHERS’ QUESTIONING TECHNIQUES IN EFL CLASSROOM: KOREM HIGH SCHOOL GRADE ELEVEN IN FOCUS(Mekelle University, 2025-08-25) ASSEFA BERIHUN HABEThe purpose of this study was to investigate teachers’ questioning techniques and the types of questions in EFL classroom. To achieve the purpose of this study, Korem secondary school in southern part of Tigray region was selected. The design of the research was descriptive survey as the study was used to describe, compare, analyze and interpret teachers’ questions and questioning techniques in EFL classroom without conducting an experiment. This study used qualitative and quantitative methods to gather a valid data. The participants of the study were grade nine, ten, eleven and twelve EFL teachers and ninety-nine students of Grade eleven. To gather data, three instruments (observation, questionnaire and interview) were used and pilot study was used to check the validity of the questionnaire. However, observation was used as a major tool to look into how questions are asked and applied by these EFL teachers and the gathered data through observation and questionnaire was tabulated and analyzed quantitatively using descriptive statistics, such as frequency and percentage. In addition to this some data gathered through observations, interviews and open-ended questions were analyzed qualitatively. Based on the gathered data, although all EFL teachers asked questions in classroom, their questions were almost lower-level (knowledge and comprehension questions) and they practiced poor questioning techniques due to lack of awareness. According to the findings of the study, the researcher recommended that at secondary schools, EFL teachers should be given regular training an awareness about the types of questions (especially, those under Bloom’ s Classifications) and different types of questioning techniques.