ANY QUESTIONS? IDEAS FOR ENCOURAGING MORE AND BETTER STUDENT QUESTIONS

George M. Jacobs, Willy Ardian Renandya

Abstract


One of the key characteristics of student-centered learning is the active involvement of students in the learning process, where they co-construct knowledge with the guidance of the teachers and their peers. The co-construction of knowledge can be greatly facilitated when students respond to teachers’ questions and when they themselves generate well-thought out questions. The purpose of this article is to discuss the role of student-generated questions in a student-centred learning environment and to offer practical strategies for language teachers to guide students in asking more and better student questions in the classroom, i.e., the kind of questions that promote deeper engagement and learning.


Keywords


EFL, ELT, ESL, student-centered learning, thinking questions

Full Text:

PDF

References


Achor, S. (2018). Big potential: How transforming the pursuit of success raises our achievement, happiness, and well-being. Currency.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational outcomes. Longman.

Bruner, J. S. (1957). Going beyond the information given. Contemporary Approaches to Cognition, 1(1), 119-160.

Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1-16.

Deakin Crick, R., McCombs, B., Haddon, A., Broadfoot, P., & Tew, M. (2007). The ecology of learning: Factors contributing to learner‐centred classroom cultures. Research Papers in Education, 22(3), 267-307.

DeCarvalho, R. J. (1991). The humanistic paradigm in education. The Humanistic Psychologist, 19(1), 88-104. https://doi.org/10.1080/08873267.1991.9986754

Eskritt, M., Whalen, J., & Lee, K. (2008). Preschoolers can recognize violations of the Gricean maxims. British Journal of Developmental Psychology, 26(3), 435-443.

Extensive Reading Foundation. (2011). Guide to extensive reading. https://erfoundation.org/guide/ERF_Guide.pdf

Farrell, T. S. C. (2019). Reflective practice in ELT. Equinox.

Farrell, T. S. C., & Jacobs, G. M. (2020). Essentials for successful English language teaching (2nd ed.). Bloomsbury Academic.

Fotovatnia, Z., & Namjoo, M. (2013). The effects of cooperative versus competitive word games on EFL learners vocabulary gain, motivation, and class atmosphere. Mediterranean Journal of Social Sciences, 4(1), 189-189.

Frankl, V. (1959). Man’s search for meaning. Beacon Press.

Grote, Y. (in press). Authenticity as activism. In G. M. Jacobs & G. V. Crookes (Eds.) Becoming community-engaged educators: Engaging students within and beyond the classroom walls. Springer.

Illinois State University. (n.d.). Revised Bloom’s Taxonomy - Question starters. https://education.illinoisstate.edu/downloads/casei/5-02-Revised%20Blooms.pdf

Jablon, J. (in press). To Kill a Mockingbird is a racist book. In G. M.

Jacobs & G. V. Crookes (Eds.) Becoming community-engaged educators:

Engaging students within and beyond the classroom walls. Springer.

Jacobs, G. M. & Hall, S. J. (2020). In praise of promoting prisms of

praise. Journal of Modern Languages, 30(2), 81-94. https://doi.org/10.22452/jml.vol30no2.4

Jacobs, G. M., Renandya, W. A., & Power, M. (2016). Simple, powerful

strategies for student centered learning. Springer.

Jacobs, G. M., & Zainal Abiden, K. (2017). Standing up for cooperative learning: Alternatives to students usually sitting. IASCE Newsletter, 36(2), 10-12.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.

Johnson, D. W., & Johnson, F. (2013). Joining together: Group theory

and group skills (11th ed.) Pearson Education.

Johnson, S. S. (2020). Exploring dialogue journals as a context for connecting with and supporting the emotional lives of fourth graders (Doctoral dissertation, Brigham Young University).

Käferböck, S. J. (2019). The positive EFL Classroom: A conceptual analysis of Positive Education (PE) and its compatibility with Austrian EFL education. CELT Matters, 3. https://anglistik.univie.ac.at/fileadmin/user_upload/i_anglistik/Department/CELT/CELT_Matters/Kaeferboeck_4__2019__04.pdf

Khanna, P., & Singh, K. (2021). Stress management training and gratitude journaling in the classroom: An initial investigation in Indian context. Current Psychology, 1-12.

https://doi.org/10.1007/s12144-020-01242-w

Lestari, Y. (2018). Dialogue journals in improving students’ writing descriptive text. Journal of English Education, Literature and Linguistics, 1(1), 24-33.

Long, M. H., & Crookes, G. (1986). Intervention points in second language classroom processes. University of Hawai'i Working Papers in English as a Second Language 5(2). Long & Crookes (1986) WP5(2).pdf

Manuel, L. (2021). Ten characteristics of student-centered learning. https://englishpost.org/student-centered-learning

Marsh, S. (2015, January 27). Five top reasons people become teachers – and why they quit. The Guardian. https://www.theguardian.com/teacher-network/2015/jan/27/five-top-reasons-teachers-join-and-quit

Marzano, R. J. (2001). Designing a new taxonomy of educational objectives: Experts in assessment. Corwin Press.

Nachiappan, S., Damahuri, A. A., Ganaprakasam, C., & Suffian, S. (2018). Application of Higher Order Thinking Skills (HOTS) in teaching and learning through communication component and spiritual, attitudes and values component in preschool. Southeast Asia Early Childhood Journal, 7, 24-32.

Nair, P. (2019). Blueprint for tomorrow: Redesigning schools for student-centered learning. Harvard Education Press.

Nofitasari, Y. (2021, February). Junior high school students’ mathematical connection: a comparative study of children who have reflective and impulsive cognitive styles. In Journal of Physics: Conference Series (Vol. 1776, No. 1, p. 012036). https://iopscience.iop.org/article/10.1088/1742-6596/1776/1/012036/pdf

Putney, L. G. (2007). Discursive practices as cultural resources: Formulating identities for individual and collective in an inclusive classroom setting. International Journal of Educational Research, 46(3-4), 129-140.

Rogers, C. (2012). Client centered therapy (New Ed). Hachette UK.

Seow, P. S., & Pan, G. (2014). A literature review of the impact of extracurricular activities participation on students’ academic performance. Journal of Education for Business, 89(7), 361-366.

Sharan, S. (Ed.) (1994). Handbook of cooperative learning methods. Greenwood Press.

Tarbutton, T. (2018). Leveraging 21st century learning & technology to create caring diverse classroom cultures. Multicultural Education, 25(2), 4-6.

Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International journal of educational research, 27(4), 293-302.

Virelli, J. L. (2006). The effects of critical literacy according to Bloom's taxonomy cognition. Dissertation, Rowan University. https://rdw.rowan.edu/etd/945

Walsh, J. A., & Sattes, B. D. (2015). Questioning for classroom discussion: Purposeful speaking, engaged listening, deep thinking. Association for Supervision and Curriculum Development.

Walsh, J. A., & Sattes, B. D. (2016). Quality questioning: Research-based practice to engage every learner. Corwin Press.

Warahuwena, S., & Rijoly, H. M. (2021). Building students' interaction by using the Talking Chips technique: A classroom action research. HUELE: Journal of Applied Linguistics, Literature and Culture, 1(1), 53-68.

Zhuang, R., Fang, H., Zhang, Y., Lu, A., & Huang, R. (2017). Smart learning environments for a smart city: from the perspective of lifelong and lifewide learning. Smart Learning Environments, 4(1), 1-21.




DOI: https://doi.org/10.24071/llt.v24i2.3819

DOI (PDF): https://doi.org/10.24071/llt.v24i2.3819.g2450

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Willy Ardian Renandya

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keterangan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

 

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.