Teachers’ Perceptions on Questioning Strategies at Pre-Speaking Stage in EFL Classroom Interaction – A Case of a University of Mekong Delta





questioning strategies, teachers’ perceptions, classroom interaction, pre-speaking stage


In the context of speaking English as a means of international communication, improving English skills for students, especially non-English majors, is a mandatory requirement for teachers. Among the methods of improving language skills, the questioning strategy is applied by most teachers. Therefore, the study is to determine teachers' questioning strategies and perceptions of questioning strategies in the pre-speaking stage. This qualitative research is carried out by semi-structured interviews of five teachers who teach General English in a university in Mekong Delta where English is obligatory for non-English major students. The data collected were analyzed which teacher's questioning strategies were used and teachers' perceptions of teachers' questioning strategies in EFL classroom interaction. The research's findings showed that convergent questioning and divergent questioning strategies are more common than procedural questioning strategies. Besides, teachers consider questioning strategies useful to pique curiosity and attention, students' interest, understanding of the lesson, classroom interaction, and critical thinking. The findings are also an additional resource for teaching English as a foreign language.

Author Biography

Huynh Nhu, Tra Vinh University, Tra Vinh City, Vietnam

Huynh Nhu is an officer and instructor, at the Center of Excellence in Learning and Resources Innovation, Tra Vinh University, Vietnam. Her research interests include teachers’ methodology, teachers’ perceptions, active learning, second language acquisition, and curriculum planning, technology in teaching and learning.


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How to Cite

Huynh, N. (2022). Teachers’ Perceptions on Questioning Strategies at Pre-Speaking Stage in EFL Classroom Interaction – A Case of a University of Mekong Delta. International Journal of Language Instruction, 1(1), 53–64. https://doi.org/10.54855/ijli.22116



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