The effect of using the questioning technique in teaching english for specific purposes on student’s comprehension

Abstract EN

The aim of the study was to investigate experimentally the effects of using the questioning technique on students’ comprehension of English for specific purposes.

To achieve the aim of the study, two groups from the Department of History at the College of Education, University ofcontrol group via explanation and clarification, and to the experimental group via questioning.

The results revealed that there were statistically significant differences between the mean scores of the two groups in the post-test in favour of the experimental group.

The questioning technique was more useful to the students.

Hence, the findings validated the first hypothesis of the study, but invalidated the second one.

The research ended up with a number of recommendations based on the findings obtained.

Mosul were selected randomly.

In order to equate the two groups, the experimental and the control, they were pre-tested to exclude intervening variables.

An English text was taught by the researcher to the