Teachers' questioning techniques and students' critical thinking skills: English language classroom in the Thai context

Abstract

Scope and Method of Study: Using cognitive learning theory by Bloom (1956) and Wu's (1993) taxonomy of questioning techniques

Purpose of Study: The purpose of this case study was to investigate questions and questioning techniques Thai English teachers use to promote responses and encourage critical thinking skills from students in the language classroom.

Findings and Conclusions: Overall, in this study, both questions and questioning techniques frequently used in the classroom were at a lower cognitive level. As a result, students' responses were at a low level of cognition and this might not help promote students' responses and encourage their critical thinking skills.

Lower cognitive level questions demands only routine or mechanical application of previously memorized and acquired knowledge and information, and this might not challenge students to interpret, analyze, or manipulate their own responses and information.

Thus, in the language classroom, teachers should be ensured that they have a clear purpose for their questions to encourage students' responses and their critical thinking skills rather than just determining what knowledge is learned.