عنوان المقالة:The Roles of English Language Teacher Questions in Libyan EFL Classroom The Roles of English Language Teacher Questions in Libyan EFL Classroom
This study examines the role of English language teacher‟s questions in
Libyan secondary school classrooms. It also seeks to determine how teachers
modify these questions when students fail to provide responses in order to
make the questions understandable and promote classroom interaction. This
research used a qualitative interpretive study by specifically observing
classroom interaction in teacher‟s questions. Participants were two English
teachers from Al-Entesar secondary school, Zliten, and their students in a
natural classroom setting. Audio recordings of EFL classrooms and a semistructured interview with the teachers were used to collect data. Conversation
analysis approach was employed in the analysis of the data. The analysis
revealed that the teachers‟ questions had different roles depending on the
context in which they occurred. Those roles are to introduce the lesson; to
assess students‟ background knowledge; to assess students‟ understanding; to
elicit students‟ ideas, guesses, and imagination ; and to interact with students.
It has also been found that teachers make several attempts to elicit answers
from students and generate interaction. The present study showed further
evidence that teachers' questions can play a significant role in enhancing
interaction in EFL classrooms.
Publication Date
3/1/2024
Publisher
Scientific Journal of Faculty of Education, Misurata University-Libya