Résumé:
Understanding the underlying motives behind teacher questions can provide valuable
insights into instructional practices and pedagogical strategies. Therefore, this study aims to
explore the motives behind teachers' questions in EFL classes. It employed a qualitative
approach, utilizing semi-structured questionnaires with10 randomly selected teachers in order
to gather rich and nuanced data. The questionnaire can delve into various aspects, such as the
intended purpose of questions, the cognitive demands placed on students, and the strategies
employed to elicit student responses. By analyzing the questionnaire data, this research sought
to uncover the motives that drive teacher questioning practices, shedding light on the role of
questions in promoting student learning and understanding in the classroom. The findings of
this study can contribute to the existing literature on effective teaching practices, providing
practical implications for teachers and educational practitioners to enhance their instructional
techniques.
