STUDENTS’ PERCEPTIONS ABOUT TEACHER QUESTIONING TECHNIQUE IN EFL CLASSROOM: A CASE STUDY OF UNDERGRADUATE STUDENTS IN DIR LOWER
This paper aimed to find out the students’ perceptions about teacher questioning technique in EFL classroom. Teacher questioning is integral part of classroom interaction and teaching learning process. Teachers’ questioning technique is a source of motivation for learners, effective tool for elicitation of information and maximizes classroom interaction. The current study was conducted in district Dir Lower, Khyber Pakhtunkhwa. Undergraduate level students of different colleges of the University of Malakand were selected for the present study. The respondents of the study were selected through random purposive sampling technique. Fifty students from each college participated and as a whole 200 students were taken for this study as respondents. The data were collected from the respondents through questionnaires. After the data collection, the data were analyzed statistically through frequencies and percentages. The study found out that students have positive perceptions about teacher questioning technique in EFL classroom. It is a great source for classroom interaction, since it always keeps the learners activated and motivated in the EFL classroom. This research suggested that teacher questioning technique has positive impact on students’ performance in English language learning
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PAKISTAN JOURNAL OF SOCIETY, EDUCATION AND LANGUAGE (PJSEL)Abbreviated KEY Title: Pak. j. soc. educ. lang. (Online) URL: http://pjsel.jehanf.com/archives.php ISSN 2523-1227 (Online), ISSN 2521-8123 (Print
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