DEVELOPMENT OF PROSPECTIVE EFL TEACHERS’ QUESTIONING SKILLS IN CLASSROOM DISCOURSE - INTERDISCIPLINARY APPROACH

Oct 15, 2026

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The research addresses how pre-service EFL teachers master specific proficiency in using questions as an effective tool within EL classroom discourse and university discourse. The paper presents a structured training scheme that prepares students to develop their own questioning in future professional activity. The study emphasizes EL classroom discourse acquisition through interdisciplinary links between practical and theoretical-practical courses and teaching practice. An experiment with 90 MA students evaluated effectiveness using quantitative and qualitative methods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Background and rationale for questioning in EL classroom discourse

Prior research on questioning speech acts and interrogatives

DEVELOPMENT OF PROSPECTIVE EFL TEACHERS’ QUESTIONING SKILLS IN CLASSROOM DISCOURSE: INTERDISCIPLINARY APPROACH Tetiana Yeremenko,1 PhD (Philology), Professor, Head of the Department of the Germanic Philology and Methods of Teaching Foreign Languages State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”, Odesa, Ukraine [eremenkote53@gmail.com](eremenkote53@gmail.com)[ ](eremenkote53@gmail.com)[ORCID: 0000-0003-2840-8465](ORCID: 0000-0003-2840-8465) Iryna Lukyanchenko,2 PhD (Pedagogy), Associate Professor, the Department of the Germanic Philology and Methods of Teaching Foreign Languages State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”, Odesa, Ukraine [dajlin2009@gmail.com](dajlin2009@gmail.com) ORCID: 0000-0003-4762-0736 Angelina Demchuk,3 PhD (Philology), Associate Professor, the Department of the Germanic Philology and Methods of Teaching Foreign Languages State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”, Odesa, Ukraine [angelinushka12@yahoo.com](angelinushka12@yahoo.com)[ ](angelinushka12@yahoo.com)[ORCID: 0000-0003-0894-1684](ORCID: 0000-0003-0894-1684) Abstract. The research is devoted to the problem of mastering pre-service EFL teachers’specific proficiency in using questions as an effective tool in the EL classroom discourse and university discourse. The purpose of the paper is to submit the teaching scheme of training pre-service EFL teachers’ questioning skills, encouraging them to work out their own teaching 1Co-author, responsible for conceptualization, methodology, validation, investigation, resources, data curation, writing an original draft, review and editing, supervision, project administration. 2 Corresponding author, responsible for conceptualization, methodology, validation, formal analysis, investigation, resources, data curation, writing an original draft, review and editing, visualization. 3 Co-author, responsible for conceptualization, methodology, validation, investigation, resources, data curation, writing an original draft, review and editing, visualization. © Author(s) . 2022. Published by Igor Sikorsky Kyiv Polytechnic Institute. This is an Open Access article distributed under the terms of the license CC BY 4.0 strategies in the future professional activity. The authors substantiate the possibility of improving MA students and pre-service EFL teachers’, questioning skills via suggested teaching scheme actualising interdisciplinary connections between the practical course (“English Communication in Academic Discourse”) and theoretical-practical course (“Theory and Practice of Speech Communication”) and students’ teaching practice that are majors of the Master’s degree curriculum. The emphasis is laid on the content level – EL classroom discourse acquisition. The experiment was conducted involving 90 MA students, pre-service EFL teachers, of South-Ukrainian National Pedagogical University named after K. D. Ushynsky to clarify the efficiency of the suggested teaching scheme. Data were obtained and analysed via pre-experimental assessment stage, experimental teaching (implementation of the suggested teaching scheme), post-experimental assessment stage employing quantitative and qualitative research methods. Data collection procedures included pedagogical observation, analysis of the students’ results, self-assessment questionnaire, student’s opinion questionnaire, statistical and mathematical processing of obtained data. The findings of the research indicate that the suggested teaching scheme using interdisciplinary approach helps students become more proactive in constructing their knowledge of questions linguodidactic potential, to transform the acquired knowledge to new ways of verbal behaviour, to model successful communication in the EL classroom through appropriate questions, and to modify their teaching styles. The authors com

FAQs

What problem does the study focus on?

The study focuses on how pre-service EFL teachers develop specific proficiency in using questions as an effective tool in EL classroom discourse and university discourse.

What is the main goal of the paper?

The paper aims to present a teaching scheme for training pre-service EFL teachers’ questioning skills and encourage them to work out their own teaching strategies.

How was the teaching scheme evaluated?

The experiment involved 90 MA students and pre-service EFL teachers, using pre- and post-experimental assessment with quantitative and qualitative research methods, including observation and questionnaires.

Oct 15, 2026

Uploaded by Đào