The Effect Of Questioning Techniques On Students' Achievevment in English Classrooms in AL-Ain Zone

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

The purpose of this study is to investigate the effectiveness of questioning techniques on students' achievement in English classrooms in AL-Ain secondary schools. The assumption is that questioning techniques carried out by teachers affect students' oral and written achievement. The population of the study will comprise 300 male and female English secondary teachers in AL-Ain Educational Zone. They will be divided into two main categories consisting of 150 for each. 60 male and female teachers will be chosen randomly by selecting every fifth participant. Then the 60 participants will be divided into two groups each accounting for 30. Each group will be divided into two sub-groups according to years of experience as follows: Less than ten years experience and more than 10 years. The data will be collected mainly via a questionnaire, in addition to observations and interviews with participants. Furthermore , an oral and written assessment test will be conducted to measure oral and written performance of the students` in the two groups , A group consisting of two classes will receive low cognitive questioning and another group consisting of two other classes will receive higher cognitive questioning. The results will be compared to find out the effects of questioning techniques on the achievement of the two groups. The researcher will carry out this study due to its significance to English teachers to enhance students` oral and written performance and the lack of such studies in our schools. The deficiency of the study is that there are other variables like class management, students` motivation and their academic levels that may affect the relationship between question types or techniques and students' achievement .Besides, teachers` answers in the questionnaire and interview may not be adequate or they may not realize that they use lower or higher levels of questions. The audience includes teachers of English, supervisors, administrators and students.

TABLE OF CONTENT

CHAPTER 1: INTRODUCTION7

Purpose of the Study:7

Statement of the Problem:7

Research Question:8

Statement of the Hypothesis:8

CHAPTER 2: LITERATURE REVIEW9

Critical Thinking22

Teaching Critical Thinking in the Language Learning28

Questioning in Fostering Language Students'31

CHAPTER 3: RESEARCH METHODOLOGY35

Sample:36

Instruments36

Questionnaire:37

Interview:38

Assessment Test38

Procedures38

CHAPTER 4: RESULTS41

Teachers' Use of Questioning Techniques in the Language Classroom47

Students' Responses to Teachers' Questioning Techniques51

Students' Responses to Teachers' Questioning Techniques52

Rationales for Lack of Responses53

Summary57

CHAPTER 5: CONCLUSION59

REFERENCES66

APPENDIX71

CHAPTER 1: INTRODUCTION

Questioning plays an important role in daily instruction. There are different types of questioning techniques that teachers can use during lessons. This research is based on interviews, a questionnaire and observation that will be administered to gather data then analyze it to ...