An Investigation Into The Effect Of Teacher Questioning And Feedback On Students Self-Regulated Learning In English Extensive Reading Class

As an important part of teacher talk in classroom teaching,asking questions has become a major part that teachers use to organize classroom practices,create interactions,stimulate students‘ interest in learning,and check students‘ understanding.Although teachers questioning have attracted the attention of many researchers,the existing researches on teacher questions mainly focus on the types of qu estions asked by teachers,the strategies for questioning,and the waiting time after questions.Few researches have discussed teacher questions and feedback in the benefit of the students‘ self-regulation.In order to explore how teacher questioning strategies and feedback can be used to guide students‘ self-regulatory process and stimulate more effective classroom interaction,this study uses classroom observation and interview to explore the role of teacher questioning strategies and feedback on students‘ self-regulation learning in the English extensive reading of a university in Jiangxi province.Three English teachers and their students(137 sophomores(English majors))participated in this study.The author observed a total of 12 English-extensive reading classes(4 lessons per teacher)and did a corresponding record and videotape.40 minutes per lesson,the class videos were transcribed into text,the author coded teacher questions based on the classification criteria of questioning strategies by Zhao Nisha(2012)and others.And this study used discourse analysis to analyze the impact of teacher questioning strategies and feedback on students‘ self-regulation.Teacher and student interviews are used as a supporting research tool.The qualitative and quantitative methods in this study are combined to address the following two research questions:1)What types of teacher questioning are used in college English extensive reading classroom?2)What functions can be achieved through different teacher questioning on students‘ self-regulated learning?The results of this study are as follows:First,this study found that most of questions used by teachers in the English extensive reading classroom are still display questions.Display questions and referential questions both played a role in students‘ self-regulated learning,such as,motivation,emotion and reflection.Some referential questions involved students into a deep thinking process,which is a big challenge for some students to answer.By comparing the length of students‘ responses between referential questions and display questions,this study discovered that the referential questions produce longer answers than display questions.Nevertheless,not all the amount of verbal output elicited by the referential questions is more than the display questions.Second,in the observed teachers questioning,a total of five strategies were summarized: repetition / rephrase,prompting,questioning,redirecting,and extending wait-time.Among which the most frequently used by teachers was repetition / rephrase.Prompting is a kind of strategy that teachers often use to simplify questions and arouse students to answer more questions.It can attract students‘ interest and strengthen students‘ motivation to answer questions.Especially when the teacher asks a difficult question through probing,it is often accompanied by the strategies of prompt,repetitions,redirect and so on,which help to promote teacher-student interaction and students‘ self-regulation development.Compared with the above three strategies,the redirect strategy and the extend wait-time are relatively less used,but the study found that redirect strategy would also affect other students‘ reflections when one student could answer the questions.Through the excerpt analysis,it could be seen that teacher questioning functioned best when teachers combined various questioning strategies.In addition,these strategies should not be used excessively.Thirdly,through classroom observation,we found that the initiation-feedback model,the form of teacher-centered dialogues,is not conducive to students‘ self-regulated learning.We also discovered that teachers‘ feedback should be based on students‘ responses in order to understand the students‘ regulated process.Moreover,when teachers provide peer-modeling feedback,comparison of different students‘ ideas,which could cause students to reflect on the question and provide multiple perspectives to think about,which is also helpful to the development of self-regulation of students.Finally,when teachers‘ feedback encourage students‘ confidence,their motivation and emotion have positive effects on students‘ regulation.From the results of the study,we can draw some implications of foreign language teaching: 1)Teachers should design questions according to the students‘ current level of self-regulation development;2)Teachers should make good use of questioning strategies on account of students‘ self-regulation development;3)Teacher feedback should make students aware of the importance of classroom interaction and encourage them to actively participate in classroom interaction for students‘ self-regulated development.