Effects of Three Questioning Strategies on EFL Reading Comprehension

Education Resources Information Center (ERIC), USA 1996

32 Pages Posted: 19 Apr 2014

Date Written: March 1996

Abstract

This study investigated the effects of three classroom questioning strategies on the reading comprehension of learners of English as a Foreign Language (EFL). Subjects were 86 first-year EFL students in the school of education of Suez Canal University (Egypt), randomly assigned to three treatment groups. The same instructor taught the three groups using the same 20 reading passages, but used three different questioning strategies: student-generated questions; teacher provided questions; and questions formulated reciprocally by teacher and student. Analysis of pre- and posttest performance revealed significant differences among the treatment groups' mean scores. Students in the reciprocal questioning group scored significantly higher than the teacher-questioning group, which in turn scored significantly higher than the student-generated-question group. Implications and suggestions for instruction and for further research are outlined.

Keywords: Classroom Communication; Classroom Techniques; College Students; Questioning Techniques; Reading; Comprehension; Reading Instruction; Second Language Instruction

Suggested Citation

El-Koumy, Abdel Salam, Effects of Three Questioning Strategies on EFL Reading Comprehension (March 1996). Education Resources Information Center (ERIC), USA 1996. Available at SSRN: https://ssrn.com/abstract=2364867 or http://dx.doi.org/10.2139/ssrn.2364867

Abdel Salam El-Koumy (Contact Author)

Suez University ( email )

Suez
I
Egypt

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