The Use of Teacher Questions to Develop High-Level Reading Comprehension and Student Interaction
Keywords:
Using questions, high-level reading comprehension, student interaction, English language teachersAbstract
In a reading classroom, questions serve as a tool in the teacher's instructional management and play a crucial role in creating effective learning experiences for students. Well-crafted questions should be challenging, stimulating analytical thinking, promoting exploration, and fostering a deeper understanding of the reading material. Additionally, question-answer activities help to create classroom interaction, facilitating communication between the teacher and students, as well as among the students themselves through discussions and exchanges of knowledge and thoughts about the text. Despite the significance of questions in the learning process, several studies have identified challenges in teachers' use of questions. It has been observed that many teachers predominantly rely on textbook questions that focus on factual details, thus failing to cultivate high-level reading comprehension. Therefore, this article aims to present issues related to the use of questions in English reading classrooms, explaining them with illustrative examples to offer insight and practical guidance to teachers, enabling them to envision ways to apply this knowledge in their instructional practices.
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