Using the right questions well: Towards a learner centered English language in Ghanaian senior high schools

Abstract

ABSTRACT

The success or otherwise of teaching is contingent, to a very large extent, on the type of interaction between teachers and students. Communication in the English language classroom is usually initiated and sustained by the teacher’s expertise in the use of different types of questions.  This study investigated the types of questions teachers of English use in their lessons. It further looked at some of the techniques teachers adopt with regard to wait time, redirection of questions and distribution of questions. It came to light that, while some teachers make good use of higher order questions, many of them still rely needlessly on lower order questions. Most teachers redirect students’ questions and students’ responses for other students to comment on. It was also realised that, even though most teachers allow adequate wait time before calling on students to respond to questions, some teachers do not. Teachers distribute their questions unequally as a large proportion of questions are directed to the brilliant students. The study will inform teachers of the importance of using the right questions in the teaching and learning of English in order to make the teaching of English learner centered. The research will serve as a springboard for other researchers as any other researcher who will like to embark on a similar study in future can use this material as a source of reference.