Akademik Veri Yönetim Sistemi
10th International Conference on Teaching and Learning English as an Additional Language-GlobELT 2024, Konya, Türkiye, 24 - 29 Ekim 2024, ss.1-10
Teachers’
questioning practices are indispensable parts of language classrooms in terms
of enhancing students’ level of comprehension and maintaining an interactive
classroom discourse. Therefore, it is of significance for teachers to be aware
of what kind of questions they ask in their lessons. To this end, this study
aims to shed light on a teacher’s reflective practice based on a stimulated
recall session. Based on conversation analysis with no previous hypothesis or
research focus as for the method of data analysis, the focus of this study was
determined after the reflective stimulated-recall session was over. Together
with the researcher, the teacher had the chance to see a salient pattern
regarding her questioning practice and reflected on this with the help of the
researcher’s guiding questions or prompts. Hence, this study aimed to show what
kind of an impact conversation analytic or evidence-based teacher reflection
has on the teacher’s recognition and evaluation of her questioning practice.
Based on the teacher’s reflection, several pedagogical implications have also
been provided.
Keywords: Teacher questions, conversation
analysis, teacher reflection