Abstract:
This dissertation explores the influence of EFL teacher’s questioning behavior on student interaction at the University of Ghardaïa. Teacher questioning is a key pedagogical tool for promoting student engagement, language production, and critical thinking. However, despite the widespread use of questions in EFL classrooms, not all question types yield the same level of interaction. This study focuses on four types of questions: display, referential, concept-checking (CCQ), and instruction-checking (ICQ).Employing a mixed-methods design, the research combines classroom observations and semi-structured teacher interviews. Five EFL teachers from different modules (Grammar, Oral Expression, Written Expression, ESP, and SLA) were observed during their classes. The frequency and student response rates for each question type were recorded and analyzed. Additionally, in-depth interviews were conducted to explore the teachers’ beliefs, intentions, and strategies behind their questioning behavior.The findings indicate that while display questions are the most frequently used, referential questions tend to elicit more student interaction. Teachers’ use of CCQs and ICQs also varied depending on the nature of the module and the learners’ proficiency level. Interviews revealed that teachers often tailor their questioning strategies based on learning objectives and student responsiveness, even if these strategies are not always consciously articulated.
