English as a foreign language instructors’ questioning behaviors and strategy uses for reflective learning facilitation

Abstract

The objective of this study is to examine the questioning behaviours and strategies used by EFL instructors to enhance reflective learning in the communicative English language skills course at Hawassa University, Ethiopia. The descriptive qualitative case study was designed in line with the principles of the interpretivists’ research paradigm, which required qualitative data. To this effect, ten instructors were purposely selected to collect data through classroom observations and semi-structured interviews. Both data were audio-recorded. Then, the researchers transcribed the collected data verbatim. After transcribing, researchers thematically analysed the data. The findings showed that instructors frequently used convergent, divergent, and procedural questions, with probing, redirecting, and repeating as common strategies. Paraphrasing, prompting, and waiting time were less frequently used. Probing, redirecting, and waiting time were mainly used to enhance reflective learning. The study also revealed that many instructors were hesitant to use divergent questions during activities aimed at developing students’ language skills. Another limitation was the insufficient time for students to think and reflect on questions. This study suggests that instructors of the course should plan a variety of divergent questions before classes and allow adequate time for students’ reflection to encourage critical thinking and more idea generation.

Keywords

• Communicative English language classes
• English as a foreign language
• English in Ethiopian higher education
• reflective learning
• questioning behaviours
• questioning strategies