The Impact of Questioning on the Interaction between Teachers And ESL Undergraduate Students at UAJ&K

Abstract

The present research paper aims to analyze the effect of questions on fostering interaction in ESL undergraduate classrooms at the University of Azad Jammu and Kashmir. It aims to explore what types of questions teachers prefer to promote classroom interaction. Participants in the study consisted of fifty-four undergraduate linguistic students and their teachers at the University of Azad Jammu and Kashmir. The data was collected using non-participant observation and an adapted questionnaire. The open-ended and closed-ended questions asked in the classrooms were examined using Long and Sato's framework. The fostering interaction was analyzed using the pedagogical cycle of Sinclair and Coulthard, which consisted of questions from the teachers, responses by the students, and teacher feedback. Results showed an association between referential questions and the development of classroom interaction. Further study is recommended at the college and school levels.