Exploring Teacher Questioning Strategies in the EFL Classroom: A Case Study at University of Zawia
DOI:
https://doi.org/10.26629/uzfaj.2026.01Abstract
This qualitative case study investigates teacher questioning strategies in EFL classrooms at University of Zawia, aiming to identify question types and techniques that enhance student participation and language development. Data were collected through classroom observations supported by audio recordings, involving two English instructors and twenty undergraduate students. Teacher questions were coded at two levels: as display or referential, and according to techniques including prompting, probing, repetition, redirecting, and wait time.
Addressing a notable research gap, this study examines how instructors in Libyan higher education strategically employ questioning to foster engagement and communicative competence. Results showed that display questions constituted 72% of all teacher questions, while referential questions accounted for 28%. Display questions predominated in comprehension-focused activities, whereas referential questions were more frequent in speaking tasks requiring extended, meaningful responses. Prompting and repetition were the most commonly used techniques, while probing and redirecting were less frequent. Effective use of wait time and constructive feedback consistently supported student engagement.
These findings indicate that a balanced and purposeful use of display and referential questions, combined with strategic techniques, can improve EFL learning outcomes. The study provides practical implications for teacher training and curriculum .
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