Novice versus experienced teachers questioning strategies in secondary schools:the case of Laabani Ahmed and Kiamouch Farhat Secondary schools

Abstract

Questioning is a daily practice and one of the crucial aspects of language classes. However, there are certain questioning strategies that are more advantageous than others in promoting active classroom interaction and accomplishing effective teaching. Basing on this consideration, this study aims at casting light on the questioning strategies employed by both novice and experienced teachers in Laabani Ahmed and Kiamouch Farhat Secondary Schools, in Taher, Wilaya of Jijel. To achieve this aim, two main research tools, namely a classroom observation scheme and a questionnaire, were devised and implemented with both novice and experienced teachers. The findings show that novice and experienced teachers make use of questioning strategies differently, with experienced teachers more disposed to use opinion questions than their counterparts, novice teachers. Besides, Novice teachers seem to employ less questioning strategies than more experienced teachers. Finally, it can be said, then, that the use of questioning strategies relates to a large extent to the teaching experience.