Student Engagement and Comprehension in EFL Classrooms: Do Teacher-Questioning Strategies Have Any Effect?

This study investigates the impact of teacher-questioning strategies on student engagement and comprehension in high school English classrooms. Utilizing a descriptive qualitative method, the research involved two English teachers and focused on classroom interactions to explore how different questioning techniques influence student learning. Data were collected through utilization of several instruments, including classroom observation, interviews, and documentation. The study employed Bloom's Taxonomy to categorize the types of questions asked, revealing that a majority of the strategies were centered on lower cognitive levels, such as knowledge and comprehension. Effective questioning techniques, including waiting time, repetition, and simplification, were identified as crucial for enhancing student understanding. Additionally, the findings highlighted the importance of fostering a supportive classroom environment that encourages active participation from all students. The results suggest a need for educators to incorporate higher-order thinking questions to promote critical thinking skills and improve overall student engagement. This research underscores the significant role of teacher-questioning strategies in facilitating a deeper comprehension of the material among high school students, ultimately contributing to more effective teaching practices in English language education.