Investigating The Types of Teacher Questions in EFL Secondary Classroom

Abstract

This study aimed to find out the types of questions used by the English teachers based on the purposes of questioning as proposed by Scrivener (2012). This study employed descriptive or explorative case study. This design allowed the researcher to investigate phenomena within the participants‟ real life contexts. There were two English teachers involved as the subject of this study. The data were collected through observation and analyzed through some stages based on the interactive model of data analysis. The findings showed that check questions were more frequently uttered by the teachers than real questions and concept questions in both classes. It was also revealed that teachers‟ beliefs in teaching English as foreign language seemed to influence the types of questions used by teachers in the classroom. This study provides several implications for the implementation of teacher questions in EFL classroom.