These questions giving directions typically had the structures of suggestions such as ‘How about…?' or ‘Could/can you….?' (line 1). The questions often indicated a command despite the question-form. In the above example, the teacher question was to ask students to move to manage the proper position of the whole class. The reaction
from the students was a non-verbal response; they moved following the teacher direction. This questioning focused on organizing student seating to prepare for learning activities.
Improving learning behaviour
To encourage learning behaviour and attitude, teachers used questioning to grab students’ attention and make students more accountable for their learning, and gave bonus marks to motivate engagement.
Firstly, managing student behaviours was achieved by attracting students’ attention. Both teachers and students stated that teachers sometimes used questions to make students stay focused on the lesson:
“I was very sleepy, and I think the teacher knew that so she asked me questions to wake me up.” (ENM group 1)
This strategy was confirmed by the teachers.
“When someone seems to be sleepy or losing interest, I could make questions like ‘what do you think about… [the topic]’ or ‘do you agree with the previous answer’” (ENM Teacher 2)
Teachers, for the same purpose, used the technique of nominating any student that they thought was not paying attention to the lesson.
“if students are chatting privately, I will call the students to answer some simple questions instead of saying ‘stop talking privately.’ It is a gentle way to remind them and make them focus on the lesson” (ENM Teacher 3)
Furthermore, both teacher and student participants said teachers used questioning to motivate students and make them more accountable for learning. Teachers and students believed that the teachers’ questioning was intended to make the students responsible for contributing to the lesson. For example, students noticed that teachers asked questions to stir-up the atmosphere in class:
“We notice that when the classroom is quiet, the teacher often asks questions. Indeed, the teacher asking questions makes us involved and excited and willing to contribute to the lesson.” (EM group 4)
Teachers suggested that asking questions made students prepare themselves to respond.
“Students often work harder to find at least an answer because they know that it is a sign that someone is being called to stand up.” (EM Teacher 3)
They felt that this tactic worked best when they asked the question unexpectedly or loudly:
“I have a habit of asking questions suddenly and nominating students randomly. My students are familiar with that. It teaches them to have a quick reaction, and it keeps students alert and fully concentrated on the lesson.” (ENM Teacher 1)
Students revealed how questions made them take responsibility for their learning: “The teacher asks more than one student to answer one question. Therefore, I have to focus and listen to what the teacher asks, what other students answer. Just because I may be the next person answering the question” (ENM group 3)
Teachers would repeat questions to encourage students to answer. For instance, in the situation in ENM Class 1 the teacher asked a lot of questions, raising three or four questions at once.
Line Speaker Utterance and
non-verbal data Turns Function/ purposes
1 T:
…A system when materials are supplied to producing process just in time when they are needed. So what’s the purpose of just in time? Or what is the advantage of this system? Can anyone explain it for me? Why do we have just in time
(materials)?
I=Q Requesting
information
2 S1: To keep the cost down. R Giving information
3 T: So how can it keep the cost
down? F/I=Q
Requesting further information
4 S1: (keeps silent) S Struggling to answer 5
T:
How can just in time help us to keep the cost down?
F=Q
Requesting information 6 How can it help to keep the cost down? Repeating question
7 Any more explain to us? Reformulating
8 S2: Because the cost for storage of
the product is reduced. R Giving information 9
T:
Um hu. Alright. (writes on
board “storage”). F Acknowledging.
10
We know that when we store product, definitely we need money, we need time and worker labour to maintain. So when we limit the time of product being kept in warehouse, the cost will go down.
Explaining
11
One more reason? Storage is just one reason. One more important reason? (emphasis on “more important”)
I=Q Repeating questions
12 S3: We can reduce the transportation. R Giving information 13
T:
Yes, transportation. Well done. (writes “transportation” on
board) F Acknowledging
14 One more thing? I Requesting further information
15 Class: (keeps silent) S Struggling to answer
16 T: As crucial as deposit they have
to keep …. (looks around) P Prompting
17 Class (keeps silent) S Struggling to answer
18 T: And just in time make it possible. It is about money. P Prompting/ eliciting 19 S4: We can sell it cheaper price if we can reduce the cost. R Giving information
20
T:
That’s a good idea. I mean different idea about money. But it is a good idea. (writes
“cheaper price” on board)
F Acknowledging
21 Another idea? I information Requesting
22 Also about money and It starts
with letter C….? P Prompting/eliciting
24
T:
Thank you (writes the word “capital” on board).
F
Acknowledging
25
We know that when we don't store materials, the assets can be sold in market without affecting the price. It’s easier, the liquidity of the fund. It is easier. If we store a lot of things, we don’t have capital or money to buy CL products or invest into anything else. Right? So this is the benefit of just in time.
Explaining/ Evaluating