An analysis of teachers’ questioning and feedback in an ESL class

Abstract

This study delves into the efficacy of classroom language in evaluating student involvement and comprehension within ESL settings. It centers on the utilization of questioning techniques and feedback mechanisms in pedagogical approaches, pinpointing areas necessitating enhancement to foster student skill development. Four primary types of questioning are delineated: factual, reasoning, display, and inferential, among which display and referential questions emerge as pivotal methods of inquiry. The provision of constructive feedback by instructors assumes paramount importance in facilitating students’ comprehension of their linguistic proficiency and fostering communication abilities. While feedback stands as a cornerstone of language education, its dissemination must strike a delicate balance between employing display questions and fostering authentic inquiries, thereby accounting for variables such as educational value, student engagement, accessibility, and extension. Augmenting students’ capacity for self-questioning holds promise in expediting and enhancing their acquisition of the target language. Teachers are advised to exercise prudence in furnishing exemplar responses, integrate appropriate wait times, and elucidate intricate concepts to cater to the diverse needs of an inclusive classroom.

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ORCID for Xiaowei Zhou: orcid.org/0009-0005-9322-7902

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