Types and levels of questions raised by EFL teachers in the second secondary classes in Saudi Arabia
Other Title(s)
أنواع و مستويات الأسئلة التي يطرحها معلمو اللغة الإنجليزية للصف الثاني الثانوي بالمملكة العربية السعودية
Dissertant
al-Subayi, Muhammad Ayeth Abd Allah
Thesis advisor
University
Mutah University
Faculty
Faculty of Educational Sciences
Department
Department of Curricula and Instruction
University Country
Jordan
Degree
Master
Degree Date
2007
English Abstract
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.
Main Subjects
Topics
No. of Pages
57
Table of Contents
Table of contents.
Abstract.
Chapter one : Theoretical background.
Chapter two : Literature review.
Chapter three : Design and methodology.
Chapter four : Findings and discussion.
Chapter five : Summary and recommandatios.
References.
American Psychological Association (APA)
al-Subayi, Muhammad Ayeth Abd Allah. (2007). Types and levels of questions raised by EFL teachers in the second secondary classes in Saudi Arabia. (Master's theses Theses and Dissertations Master). Mutah University, Jordan
https://search.emarefa.net/detail/BIM-303743
Modern Language Association (MLA)
al-Subayi, Muhammad Ayeth Abd Allah. Types and levels of questions raised by EFL teachers in the second secondary classes in Saudi Arabia. (Master's theses Theses and Dissertations Master). Mutah University. (2007).
https://search.emarefa.net/detail/BIM-303743
American Medical Association (AMA)
al-Subayi, Muhammad Ayeth Abd Allah. (2007). Types and levels of questions raised by EFL teachers in the second secondary classes in Saudi Arabia. (Master's theses Theses and Dissertations Master). Mutah University, Jordan
https://search.emarefa.net/detail/BIM-303743
Language
English
Data Type
Arab Theses
Record ID
BIM-303743
