Study on EFL Teacher Questions at a University in China: Focusing on Question Types and Questioning Language

Abstract

Considering that teacher questions are crucial input source in EFL setting, this research is a study on teacher questions in university classes in China. The purpose of the study is to find out the frequency of teacher question types and also, the influence of EFL teachers’ questioning language, English or Chinese, on students’ output in EFL classes. The participants in this study are five university teachers and 168 students in China. The study adopts mixed research methods: quantitative and qualitative methods. Classroom observation and questionnaires are used to collect the data with the help of online software Questionnaire Star. Cross-coding analysis was carried out. It is found that questions for comprehension check, display questions, and referential questions are widely used in EFL classrooms in China. Different question types have different functions and advantages, so it is suggested that EFL teachers use appropriate question types with awareness. Also, teacher questions using English results in higher English output from the students compared to questions asked in Chinese. Therefore, it is suggested that more English questions be used in EFL classroom instead of the students` mother tougue. Also, in-service teacher training on teacher questions is recommended.