Exploring critical questioning among in-service ESL teachers using Socratic questioning technique
The development of pupils' critical thinking depends on their ability to ask thoughtful questions. Although the advantages of critical questioning to develop students' critical thinking abilities have been widely recognized, teachers' poor questioning abilities become the main area...
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| Main Authors: | , , , , , |
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| Format: | Proceeding Paper |
| Language: | English |
| Published: |
European Publisher Ltd
2023
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/108572/7/108572_Exploring%20critical%20questioning%20among%20in-service%20ESL%20teachers.pdf http://irep.iium.edu.my/108572/ https://www.europeanproceedings.com/book-series/EpSBS/books/v132-icmc-2023-9781802961317/table-of-contents?page-no=2 |
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| Summary: | The development of pupils' critical thinking depends on their ability to ask thoughtful questions.
Although the advantages of critical questioning to develop students' critical thinking abilities have been
widely recognized, teachers' poor questioning abilities become the main area of concern among
educators. This paper aims to highlight this issue by exploring the use of Socratic Questioning Technique
(SQT) in enhancing in-service teachers’ critical questioning skills when writing reflections. An Action
Research Design was adopted using multiple methods such as interview, document analysis and
reflections. 13 in-service ESL teachers who enrolled in a one-semester Master of Education course with a
focus on English Language Teaching participated in this study. This action research involved three phases
which are: problem identification, intervention and evaluation. Two moments of intervention were
conducted using Gibbs’ Reflective Model and Socratic Critical Questioning techniques. The data were
analyzed thematically. The findings revealed that SQT managed to enhance their critical questioning
technique as they started asking variety of questions such as clarification, evidence, reasoning and
implication questions during the intervention. The interview also showed that they learned to be more
critical, they knew how to ask critical questions and they also became more confident in giving feedback
to others. In other words, SQT trained these teachers about dialogic skills which are pertinent for
fostering the capacity for critical thought. Thus, SQT should be incorporated in Malaysia's teacher
education system. |
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