Résumé:
Questioning strategies are considered as an effective method that teachers use in
order to promote classroom interaction. Questioning and answering processes occur to
persuade students to speak and get them engaged. Therefore, the purpose of the current
study is to investigate the questioning‟ strategies that teachers of English as a foreign
language (EFL) use in their classes to improve class participation. Based on that, it was
hypothesized that if EFL teachers of Mohammed Seddik Ben Yahia University use
questioning strategies, classroom interaction will be promoted. To review this topic, a case
study was conducted at Mohammed Seddik Ben Yahia University, particularly in the
department of English where 11 first and second-year teachers were selected as a sample.
The data was gathered using a qualitative approach. Classroom observations were arranged
with first and second-year EFL teachers, and a semi-structured interview was conducted
with (06) randomly selected teachers in order to have insights about the used questioning
strategies by teachers and also about learners‟ reactions to these strategies. After analyzing
the obtained data, the findings proved to be effective. Based on these findings; a number
of pedagogical recommendations are given to teachers in addition to some limitations of
the study.
