USING TEACHERS’ QUESTIONING TECHNIQUES TO PROMOTE THE TEACHER-STUDENTS INTERACTION IN ENGLISH READING COMPREHENSION CLASSES

Abstract

This paper investigates common types of teacher’s questioning techniques and the obstacles teachers often deal with when making questions in facilitating the students’ English learning and promoting their reading comprehension skill as well as fostering teacher-student interaction. The data collection process involves classroom observations during 30 periods of reading classes, and interview of three English teachers at Quang Binh University. The findings showed that teachers tend to use more lower-cognitive questions than higher-cognitive ones in their reading classes, and although most of the teachers confessed that teachers’ questioning is one of the most successful ways to improve teacher-student interaction, they still had a rather moderate ability in using questioning techniques to measure the students’ comprehension ability in their English reading comprehension classes as well.