An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level

Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history le...

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Detalles Bibliográficos
Autores: Doiz Bienzobas, Aintzane, Lasagabaster Herrarte, David
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/59448
Acceso en línea:http://hdl.handle.net/10810/59448
Access Level:acceso abierto
Palabra clave:English-medium instruction
questions
interaction
higher education
teacher training
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spelling An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University LevelDoiz Bienzobas, AintzaneLasagabaster Herrarte, DavidEnglish-medium instructionquestionsinteractionhigher educationteacher trainingTeacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers pose and whether they are subject to individual differences. The study is based on 12 two-hour lectures whose transcriptions were analysed by three researchers. The results showed that instructional or content question types were much more commonplace than regulative questions (related to classroom procedures). Confirmation check, display and referential questions, which belong in the instructional category, were not posed to fulfil their intended pedagogic goals, a limitation accentuated by students’ trend to provide short responses. These results reveal the need to design teacher training courses aimed at developing teachers’ interactional abilities. Since questioning practices varied considerably between lecturers, customized training sessions should also be considered.This work is part of the following research projects: PID2020-117882GB-I00 (Spanish Ministry of Science and Innovation) and IT1426-22 (Basque Government).MDPI2023202320232023info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/59448reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MICINN/PID2020-117882GB-I00/https://www.mdpi.com/2227-7102/13/1/82info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/ 4.0/).oai:addi.ehu.eus:10810/594482026-06-18T09:23:17Z
dc.title.none.fl_str_mv An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
title An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
spellingShingle An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
Doiz Bienzobas, Aintzane
English-medium instruction
questions
interaction
higher education
teacher training
title_short An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
title_full An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
title_fullStr An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
title_full_unstemmed An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
title_sort An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
dc.creator.none.fl_str_mv Doiz Bienzobas, Aintzane
Lasagabaster Herrarte, David
author Doiz Bienzobas, Aintzane
author_facet Doiz Bienzobas, Aintzane
Lasagabaster Herrarte, David
author_role author
author2 Lasagabaster Herrarte, David
author2_role author
dc.subject.none.fl_str_mv English-medium instruction
questions
interaction
higher education
teacher training
topic English-medium instruction
questions
interaction
higher education
teacher training
description Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers pose and whether they are subject to individual differences. The study is based on 12 two-hour lectures whose transcriptions were analysed by three researchers. The results showed that instructional or content question types were much more commonplace than regulative questions (related to classroom procedures). Confirmation check, display and referential questions, which belong in the instructional category, were not posed to fulfil their intended pedagogic goals, a limitation accentuated by students’ trend to provide short responses. These results reveal the need to design teacher training courses aimed at developing teachers’ interactional abilities. Since questioning practices varied considerably between lecturers, customized training sessions should also be considered.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/59448
url http://hdl.handle.net/10810/59448
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MICINN/PID2020-117882GB-I00/
https://www.mdpi.com/2227-7102/13/1/82
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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