A Case Study of an EFL Teacher's Types of Questions: An Investigation into Classroom Interaction

Types of teachers’ questions play an important role in teaching since they affect students’ participation in the process of negotiation of meaning. Therefore, in the present study, an English as a foreign language (EFL) teacher’s questions along with the students’ responses to his questions were classified. A structured interview was also employed in the study. It was found that the number of coded/display and yes/no questions exceeded open/referential questions. Although the use of such questions was due to the students’ level of proficiency, it was revealed that the teacher’s low level of proficiency and lack of experience played a great role in asking such questions. It was also revealed that the main reason for the learners’ silence or reluctance to participate may be because of the teacher’s ineffective questioning technique(s).