Teacher questions in English medium instruction classrooms in a Turkish higher education setting

Genc E., YÜKSEL D.

LINGUISTICS AND EDUCATION, vol.66, 2021 (AHCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 66
  • Publication Date: 2021
  • Doi Number: 10.1016/j.linged.2021.100992
  • Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Linguistic Bibliography, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Keywords: English medium instruction(EM I), Lecturer questions, Content courses, Classroom discourse, Turkey, Higher education (HE), English medium instruction, LANGUAGE, UNIVERSITY, DISCOURSE
  • Kocaeli University Affiliated: Yes


This article presents a qualitative study investigating the lecturers' questions in various English medium instruction (EMI) courses in a Turkish higher education (HE) setting following a social interactionist per-spective. More specifically, the study focuses on a comprehensive investigation of lecturer questions in terms of the scope of talk, typology, contingency, the convergence-divergence according to the taxonomy of Boyd (2015). Nineteen hours of EMI lessons from ten different content courses were video-recorded. The findings demonstrated that the most frequent questioning by the lecturers was carried out in math-ematics and engineering courses in which more dominance by lecturers' questioning in classroom dis-course was observed. Additionally, results revealed that the EMI lecturers mostly used text-based, display, and convergent questions, which resulted in restricted interaction in classes. As an implication, the study unpacked a need to train EMI lecturers in classroom discourse competence to use the questions more functionally for student involvement in classroom interaction. (c) 2021 Elsevier Inc. All rights reserved.