Questioning Strategies in Algerian Schools under the Modern Approach

• Babaa Athmen ^[2] ; Chaida Sofiane ^[1] ; Lynda Kazi-Tani ^[2] ; Abed Mohamed ^[2]
  1. [1] University of Oran

     University of Oran

     Argelia

     
  2. [2] University of Mascara (Algeria)
• Localización: JETT, ISSN-e 1989-9572, Vol. 15, Vol. 5, 2024, págs. 9-19
• Idioma: inglés
• Enlaces
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• Resumen

  • This research investigates the role of questioning in the teaching-learning process. Teachers must possess a range of skills, including planning, implementation, and evaluation, to effectively facilitate learning. The study aims to identify the types of questions teachers pose and the factors that influence question selection, such as learner characteristics and cognitive levels. It also explores the challenges associated with questioning and provides suggestions for improving teachers' questioning skills. Specifically, the research seeks to answer the following questions: Why do teachers ask questions? What types of questions are commonly used? How can teachers formulate effective questions? And what are the potential challenges and solutions related to questioning in the classroom?