Effective use of questioning behaviours to trigger dynamic classroom interaction

Susilo, Andi and Mufanti, Restu (2014) Effective use of questioning behaviours to trigger dynamic classroom interaction. In: The 1st ELITE On English Language Teaching Issues: The Multifaceted Dimensions of Linguitics, Literature, And Language Teaching, 2nd October 2014, Maulana Malik Ibrahim State Islamic University of Malang.

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Abstract

It has been generally asserted that communicative interaction which involves effective input-output activities plays a vital role in EFL classroom. Fruitful communication will be only achieved if students, as the core element of learning sources, involve actively in the process of teaching-learning. Engaging students in productive and meaningful interaction help them to notice comprehensible language input and provide them with a wide range of opportunities to produce output. To reinforce classroom communication, questioning is frequently occupied by teachers to control interaction and deliver the instruction. In this vein, the use of effective questioning is essential to encourage students’ active participation in joining the lesson, allow them to express their thoughts and explanations, and keep them alert on task during class time. However, teachers should be aware of structuring questioning behaviours in classroom communication on the way that these should be applicable to handle students’ behaviours and assist them in learning optimally. In accord to this, this article attempts to discuss four key issues: (1) classroom interaction in EFL, (2) the roles of questioning in language learning, (3) effective questioning strategies to assist fruitful interaction and (4) the use of effective language in questioning practices.

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