Exploring Critical Questioning Among In-Service ESL Teachers Using Socratic Questioning Technique (SQT)

Abstract

The development of pupils' critical thinking depends on their ability to ask thoughtful questions. Although the advantages of critical questioning to develop students' critical thinking abilities have been widely recognized, teachers' poor questioning abilities become the main area of concern among educators. This paper aims to highlight this issue by exploring the use of Socratic Questioning Technique (SQT) in enhancing in-service teachers’ critical questioning skills when writing reflections. An Action Research Design was adopted using multiple methods such as interview, document analysis and reflections. 13 in-service ESL teachers who enrolled in a one-semester Master of Education course with a focus on English Language Teaching participated in this study. This action research involved three phases which are: problem identification, intervention and evaluation. Two moments of intervention were conducted using Gibbs’ Reflective Model and Socratic Critical Questioning techniques. The data were analyzed thematically. The findings revealed that SQT managed to enhance their critical questioning technique as they started asking variety of questions such as clarification, evidence, reasoning and implication questions during the intervention. The interview also showed that they learned to be more critical, they knew how to ask critical questions and they also became more confident in giving feedback to others. In other words, SQT trained these teachers about dialogic skills which are pertinent for fostering the capacity for critical thought. Thus, SQT should be incorporated in Malaysia's teacher education system .