Types and levels of questions raised by EFL teachers in the second secondary classes in Saudi Arabia

العناوين الأخرى

أنواع و مستويات الأسئلة التي يطرحها معلمو اللغة الإنجليزية للصف الثاني الثانوي بالمملكة العربية السعودية

مقدم أطروحة جامعية

al-Subayi, Muhammad Ayeth Abd Allah

مشرف أطروحة جامعية

al-Khatayibah, Majid Muhammad

الجامعة

جامعة مؤتة

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2007

الملخص الإنجليزي

This study aimed at identifying the questions raised by EFL teachers who teach second secondary grades through classroom interaction and classifying theses questions according to their types and levels.

The sample was selected randomly and consisted of (19) EFL teachers, who teach the second secondary grades in public schools in Tabuk during the first semester 2006/2007.

The researcher attended the classes directly to investigate sample's questions and record the data in the observational form.

The recorder and video were used for more accuracy in collecting data.

The percentage, frequencies and chi square were used to analysis data.

The findings of the study were as followed: Teachers teased (664) questions.

Teachers raised 5 types of questions: yes/no, completion, define, true or false, wh-questions and multiple choice.

The most type of questions that teachers raised was: wh-questions (70.03), where as the least questions type was true-false (0.75) regardless to their experience.

Teachers raised 4 levels of questions: cognitive memory, convergent, divergent, and evaluative.

The memory level was (63.25) the highest percentage raised by teachers and the least level was evaluative (3.01) questions regardless to their experience.

There were significant differences at (p ≤ 0.05 ) among teachers' questions types due to their experience.

As will as their qualification.

There were no significant differences at (p ≥ 0.05 ) among teachers' questions levels due to their experience.

There were significant differences at (p ≤ 0.05 ) among teachers' questions levels due to their qualification. According to the findings of the study, the researcher recommended : Training teachers to vary their questioning behaviors to ask higher cognitive questions.

التخصصات الرئيسية

العلوم التربوية

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• السعودية
• تبوك(مدينة)
• اللغة الإنجليزية

عدد الصفحات

57

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-303743