Teachers' and students' attitudes towards the effect of referential questions on EFL classroom interaction
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Date
2016
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Publisher
university of Oum-El-Bouaghi
Abstract
This research aims at investigating english as a foreign language teachers' and students' attitudes towards the effect of referential questions on classroom interaction. The hypothesis adopted in this study sets out that both teachers and students will have positive attitudes towards referential questions as a way to increase classroom interaction. To reach the aim, the study follows the descriptive method and the data was gathered by designing two questionnaires addressed to teachers and third year LMD students of the english department at Larbi Ben M'Hidi university. The analysis of the questionnaires showed that both teachers and students are aware of the importance of classroom interaction. The latter is increased when referential questions are asked. It is also found that referential questions facilitate students' participation and learning. In the light of these results, the earlier stated hypothesis was successfully confirmed in that english as a foreign language teachers and students have positive attitudes towards the effect of referential questions on classroom interaction.
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Keywords
Enseignement langue (anglais) : EFL, Teaching : EFL : classroom interaction