İngilizce öğretmenleri tarafından kullanılan soru tiplerinin ve bu soruların öğrenci katılımına etkisinin incelemesi: Bir vaka çalışması

The present study was conducted to investigate different types of questions posed by the instructors at a foundation university. Due to COVID-19 restrictions, the lessons have been held online at universities since the beginning of the second term of 2019-2020 academic year in Turkey. Thus, it was aimed to find out what types of questions were used predominantly by the instructors in the current study in in their online EFL (English as a Foreign Language) lessons. In addition, the effect of display and referential questions on student participation was examined. Lastly, the perceptions of the instructors in the current study towards their use of different types of teacher questions were explored. To this end, the online English lessons of three instructors were examined in the study. A total of 36 online English sessions of the participants was recorded for data collection. Discourse analysis was applied, and two categorization systems were used to analyze the frequency of the types of questions used by the participants. Furthermore, students' responses to both display and referential questions were examined to find out their roles in student participation. Semi-structured interviews were conducted with three instructors who conduct online English lessons to explore the participants' perceptions towards their questioning practices in online EFL classes. The findings of the study revealed that display questions were the most frequently used question types by the participants in the present study. However, referential and procedural questions were also used predominantly to encourage students to think further and manage the classroom procedures. The analysis of students' responses to display and referential questions indicated that they were more eager to participate when asked referential questions. The participants also stated that the students tended to give longer responses and be more motivated for referential questions.Furthermore, the interview results uncovered the aims of teacher questions and the certain aspects of teacher questions which had negative and positive effects on student participation in online lessons. The participants also touched upon the impact of online education on teacher questions along with the suggestions to improve the questioning process.