Aykut Kolay C.
INTERNATIONAL JOURNAL OF CURRICULUM AND INSTRUCTION (IJCI), cilt.17, sa.3, ss.932-949, 2025 (Hakemli Dergi)
Özet
Teachers’ questioning practices are indispensable parts of language classrooms in terms of
enhancing
students’ level of comprehension and maintaining an inte
ractive 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 t
he chance to see a salient pattern regarding her questioning
practice and
reflected on this with the help of the guiding questions or prompts
of the researcher
.
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
including
some basic techniques to ask effective questions
to elici
t answers from students in EFL classrooms.
Keywords:
Teacher questions; conversation analysis; teacher reflection