Questioning Strategies In EFL Classrooms: An Analysis Of Pre-Service Teachers’ Instructional Practices

Oleh :
Regulus Odyssy Kristarno - K2221064 - Fak. KIP

This study examines how EFL pre-service teachers apply questioning strategies in classroom practice, focusing on the types of questions used, their timing, and instructional purposes. Using a narrative inquiry design, the research involved three pre-service teachers who had completed their teaching practicum at a senior high school in Surakarta, Central Java. Data were collected through written guided reflections, semi-structured interviews, and lesson plans as instructional artifacts, and analyzed through the interactive model consisting of data condensation, data display, and conclusion drawing or verification. The findings show that questioning strategies were intentionally applied across different stages of the lesson. At the beginning, to activate students’ prior knowledge and build curiosity. During lessons, they were used to monitor comprehension. At the end, questions encouraged reflection. Five types of questions emerged display, open-ended, probing, reflective, and procedural, with open-ended and probing questions being the most frequent, as they effectively fostered critical thinking and engagement. The findings are expected to inform teacher education programs in improving pre-service teachers’ questioning competence and encourage further studies on promoting higher-order thinking and interactive learning through effective questioning strategies.