Fostering Speaking via Integrated Questioning: Does it Count for Transcontextual Transferability?

Journal of English Language Pedagogy and Practice

دوره 14، شماره 28، آبان 2021، صفحه 1-27   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2020.684113

نویسندگان

Mohammad Reza Mollahosseiny¹؛ Davood Mashhadi Heidar^{* 2}

¹Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

²Department of English, Tonekabon Branch , Islamic Azad University, Tonekabon, Iran

چکیده

Given the significance and problematic nature of speaking in EFL instruction as well as lack of orthodoxy of views on acceptance or rejection of language learning transferability, this study proposed an inventive model to teaching thinking via questioning as a way to trigger speaking. It compromises six components, and organizes a rich interactive teaching/learning environment to gauge its usefulness in the development of EFL learners' oral skill as well as its inter-domain transferability effects. To this end, we compared the performance of 60 participants on pre-post-treatment oral narrative tasks over thirteen treatment sessions with a time allocation of 45 minutes for each session: One group with isolated questioning instruction and the other with integrated one. The results of independent samples t-test indicated that instructional treatment assisted the experimental group participants to outperform the control group learners solely in terms of measures of lexical and grammatical complexity. It is also suggested that the merits of questioning intervention transfer to learners' performance on a delayed task in a new social domain. As proposed, implementing the integrated approach of HOQs assisted EFL learners to successfully accomplish demanding oral tasks initially in academic setting and in later delayed novel transcontextual settings.

کلیدواژه‌ها

integrated questioning؛ speaking؛ transferability؛ complexity؛ accuracy

مراجع

Ahangari, S., & Abdi, M. (2011). The effect of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance. Procedia - Social and Behavioral Sciences, 29, 1950-1959. doi:https://doi.org/10.1016/j.sbspro.2011.11.445

Almeida, P. A. (2010). Classroom questioning: teachers’ perceptions and practices. Procedia - Social and Behavioral Sciences, 2(2), 305-309. doi:https://doi.org/10.1016/j.sbspro.2010.03.015

Almeida, P. A. (2012). Can I ask a question? the importance of classroom questioning. Procedia - Social and Behavioral Sciences, 31, 634-638. doi:https://doi.org/10.1016/j.sbspro.2011.12.116

Bachman, L. F. (2005). Statistical analysis for language assessment (2nd edn.). NY: Cambridge University Press.

Belland, B. R. (2014). Scaffolding: Definition, current debates, and future directions. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology. New York, NY: Springer.

Benander, R., & Lightner, R. (2005). Promoting transfer of learning: Connecting general education courses. The Journal of General Education, 54(3), 199-208.

Bloom, B. S. (1956). Taxonomy of education objectives: The classification of educational goals. New York: David McKay.

Boa, E. A., Wattanatorn, A., & Tagong, K. (2018). The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81-89. doi:https://doi.org/10.1016/j.kjss.2018.01.001

Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom: ASCD.

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd edn.). White Plains, NY: Longman.

Brown, J. S., & Duguid, P. (1993). Stolen knowledge. Educational Technology, 33(3), 10-15.

Chen, M. H. (2010). Infusing thinking skills into an L2 classroom: a case study of an innovation in a Taiwanese university. (Doctoral dissertation). School of education, communication and language sciences, Newcastle University.

Chen, M. H. (2016). Theoretical framework for integrating higher-order thinking into L2 speaking. Theory and Practice in Language Studies, 6(2), 217-226. doi: http://dx.doi.org/10.17507/tpls.0602.01

Chin, C., & Osborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1-39. doi:10.1080/03057260701828101

Cohen, J. (1988). Statistical power analysis for behavioral sciences (Vol. 2nd). Hillsdale, NJ: Erlbaum.

Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership Journal, 12(14).

Crowl, T. K., Kaminsky, S., & Podell, D. M. (1997). Educational psychology: Windows on teaching: Brown & Benchmark Publishers.

Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners' speaking difficulties. Procedia - Social and Behavioral Sciences, 232, 338-345. doi:https://doi.org/10.1016/j.sbspro.2016.10.032

Dilekli, Y., & Tezci, E. (2020). A cross-cultural study: Teachers’ self-efficacy beliefs for teaching thinking skills. Thinking Skills and Creativity, 35, 100624. doi:https://doi.org/10.1016/j.tsc.2019.100624

Dipper, L. T., Black, M., & Bryan, K. L. (2005). Thinking for speaking and thinking for listening: The interaction of thought and language in typical and non-fluent comprehension and production. Language and Cognitive Processes, 20(3), 417-441. doi:10.1080/01690960444000089

Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of applied linguistics, 21(1), 43.

Dwee, C. Y., Anthony, E. M., Salleh, B. M., Kamarulzaman, R., & Kadir, Z. A. (2016). Creating thinking classrooms: Perceptions and teaching practices of ESP practitioners. Procedia - Social and Behavioral Sciences, 232, 631-639. doi:https://doi.org/10.1016/j.sbspro.2016.10.087

Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59-84.

Etemadzadeh, A., Seifi, S., & Roohbakhsh Far, H. (2013). The role of questioning technique in developing thinking skills: The ongoing effect on writing skill. Procedia - Social and Behavioral Sciences, 70, 1024-1031. doi:https://doi.org/10.1016/j.sbspro.2013.01.154

Farooq, M. (2007). Exploring the effectiveness of spoken English classes of Japanese EFL learners. The Journal of Liberal Arts, 3, 35-57.

Field, A. (2009). Discovering statistics using spss (3rd edn.). London: SAGE.

Ghanizadeh, A., Al-Hoorie, A. H., & Jahedizadeh, S. (2020). Higher order thinking skills in the language classroom: A concise guide. Switzerland: Springer.

Goh, C., & Burns, A. (2012). Teaching speaking: A holistic Approach. New York: Cambridge University Press.

Graff, N. (2010). Teaching rhetorical analysis to promote transfer of learning. Journal of Adolescent & Adult Literacy, 53(5), 376-385. doi:https://doi.org/10.1598/JAAL.53.5.3

Heaton, J. B. (1975). Writing English language tests: a practical guide for teachers of English as a second or foreign language. London: Longman.

Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791-806. doi:https://doi.org/10.1002/tea.20072

Housen, A., Kuiken, F., & Vedder, I. (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (Vol. 32): John Benjamins Publishing.

Illeris, K. (2009). Transfer of learning in the learning society: How can the barriers between different learning spaces be surmounted, and how can the gap between learning inside and outside schools be bridged? International Journal of Lifelong Education, 28(2), 137-148. doi:10.1080/02601370902756986

Jacobs, G. M., Helke, T., & Renandya, W. A. (2018). Explicit inclusion of thinking skills in the learning of second languages. LEARN Journal: Language Education and Acquisition Research Network, 11(1), 15-25.

Jaganathan, P., & Subramaniam, I. (2016). Incorporating higher order thinking skills in task-based learning for Malaysian undergraduates. International Journal of Contemporary Applied Sciences, 3(2), 274-288.

Ketabi, S., Zabihi, R., & Ghadiri, M. (2012). Critical thinking across the ELT curriculum: A mixed methods approach to analyzing L2 teachers’ attitudes towards critical thinking instruction. International journal of research studies in education, 2(3), 15-24.

Mestre, J. P. (2002). Probing adults' conceptual understanding and transfer of learning via problem posing. Journal of Applied Developmental Psychology, 23(1), 9-50. doi:https://doi.org/10.1016/S0193-3973(01)00101-0

Mikulecky, L., Albers, P., & Peers, M. (1994). Literacy transfer: A review of the literature (Technical Report TR 94-05). Retrieved from Philadelphia:

Miri, B., David, B.-C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353-369. doi:10.1007/s11165-006-9029-2

Morgan, N., & Saxton, J. (2006). Asking better questions: Pembroke Publishers.

Nunan, D. (1990). The questions teachers ask. JALT Journal, 12(2), 187-202.

Oliver, R., & Herrington, J. (2000). Using situated learning as a design strategy for web-based learning. In B. Abbey (Ed.), Instructional and cognitive impacts of web-based education (pp. 178-191): Idea Group Inc.

Park, S. (2010). The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction. Language Teaching Research, 14(1), 9-26. doi:10.1177/1362168809346491

Pellegrino, J. W., & Hilton, M. L. . (2012). Education for life and work: developing transferable knowledge and skills in the 21st century. Committee on defining deeper learning and 21st century skills. Washington DC: Center for Education; Division on Behavioral and Social Sciences and Education; National Research Council, National Academic Press.

Perkins, D. N., & Salomon, G. (1996). Learning transfer. . In A. Tuijnman (Ed.), International encyclopedia of adult education and training. Kidlington, Oxford: Pergamon Press.

Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47(3), 248-258. doi:10.1080/00461520.2012.693354

Richland, L. E., & Begolli, K. N. (2016). Analogy and higher order thinking: Learning mathematics as an example. Policy Insights from the Behavioral and Brain Sciences, 3(2), 160-168. doi:10.1177/2372732216629795

Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1), 99-140. doi:https://doi.org/10.1111/j.1467-1770.1995.tb00964.x

Rouiller, J. Z., & Goldstein, I. L. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly, 4(4), 377-390. doi:https://doi.org/10.1002/hrdq.3920040408

Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43-50. doi:10.1177/002248718603700110

Shomoossi, N. (2004). The effect of teachers‘ questioning behavior on EFL classroom interaction: A classroom research study. The Reading Matrix, 4(2), 96-104.

Stroupe, R. R. (2006). Integrating critical thinking throughout ESL curricula. TESL Reporter, 39, 19-19.

Swartz, R., & McGuinness, C. (2014). Developing and assessing thinking skills. The International Baccalaureate Project.

Tavakoli, P., & Foster, P. (2011). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 61(s1), 37-72. doi:https://doi.org/10.1111/j.1467-9922.2011.00642.x

Tsui, L. (2002). Fostering critical thinking through effective pedagogy. The Journal of Higher Education, 73(6), 740-763. doi:10.1080/00221546.2002.11777179

Tuomi-Gröhn, T. (2007). Developmental transfer as a goal of collaboration between school and work: A case study in the training of daycare interns. Actio: An International Journal of Human Activity Theory, 1, 41-62.

Vahdani Sanavi, R., & Tarighat, S. (2014). Critical thinking and speaking proficiency: A mixed-method study. Theory and Practice in Language Studies, 4(1), 79-87.

Wall, T. F. (2015). The transferability of higher order cognitive skills. Procedia - Social and Behavioral Sciences, 174, 233-238. doi:https://doi.org/10.1016/j.sbspro.2015.01.652

Wigle, S. E. (1999). High quality questioning. The Education Digest, 65(4), 62-63.

Xu, S. (2014). Infusing higher order question into speaking activity: A case study of L2 learner’s speaking proficiency and higher order thinking skill. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 6(3), 96-108.

Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233-249. doi:https://doi.org/10.1016/j.tsc.2013.06.002

Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? Journal of the Learning Sciences, 12(2), 145-181. doi:10.1207/S15327809JLS1202_1

Zohar, A., & Schwartzer, N. (2005). Assessing teachers’ pedagogical knowledge in the context of teaching higher‐order thinking. International Journal of Science Education, 27(13), 1595-1620. doi:10.1080/09500690500186592