Teachers’ Questions and Feedbacks in EFL Classrooms

Abstract

Guided questions are crucial in teaching listening courses because they lead students to focus on the critical parts of the course. How teachers ask questions affects their students listening comprehension and output. The purpose of this study was to study the types of teacher questions and the feedback offered by teachers in two listening classes. Two teachers were selected as the subjects: one had taught English for seven years, and the other was a graduate student on an English language teaching master's program. Both subjects were teaching an English listening class as a teaching demonstration that was part of their graduate course. Three research questions were raised in this study: (1) What questioning models did the teachers use in the listening classes? (2) What types of questions were asked in these classes? and (3) What were the functions of the teachers’ feedback on students’ responses? The findings indicated that both teachers adopted a process approach in their teaching of listening classes. The questions that the experienced teacher asked with highest frequency were Wh-questions, whereas the intern asked Yes/No questions. The experienced teacher often used the feedback types of comprehension checking and expansion, whereas the intern often provided evaluations and used repetition in feedback.