https://www.um.edu.mt/library/oar/handle/123456789/85733 Sat, 11 Apr 2026 01:32:57 GMT 2026-04-11T01:32:57Z https://www.um.edu.mt/library/oar/handle/123456789/85744 Title: Teacher questioning in EFL classrooms : a case study based on a rural junior high school in China Abstract: This case study explores EFL teachers‘ classroom questioning in a rural junior high school in China, primarily in terms of types, functions, and strategies of teacher questioning. In addition, teachers‘ preparation and reflection on questioning, contributing factors to teachers‘ questioning, and the pattern of classroom discourse initiated by questioning are also explored. Quantitative and qualitative data were collected through classroom observations, classroom audio recordings and semi-structured interviews with four teachers. The findings indicate that the four EFL teachers asked significantly more close-ended, display, and lower cognitive questions than open-ended, referential, and higher cognitive ones. Moreover, among the limited open-ended and higher cognitive questions, there was a tendency for the teachers to turn them into closed-ended and lower cognitive ones. In terms of the function of questioning, a large percentage of questions were applied for diagnostic purposes and for inviting students to repeat the answer or to practice a particular sentence structure. As for questioning strategies, the teachers distributed most of their questions to whole classes, and the difficult questions were directed to individual students with good grades. And the vast majority of questions had a wait-time of less than one second. The strategies used by the four EFL teachers while questioning also had a special feature: apart from code-switching, they used other strategies, such as rephrasing, repetition, decomposition, and nominate non-volunteers, infrequently. For the preparation of classroom questions, in general, the teachers would prepare some questions with the aid of textbooks and presented the prepared questions on the PowerPoint slides. As for the teachers‘ reflection on questioning after class, the four teachers barely reflect on their questioning, instead they would reflect on the general teaching especially when they don‘t meet teaching objectives. As for the contributing factors to teachers‘ questioning, some are at the individual level, such as teachers‘ and students‘ level of English proficiency and that the teachers took questioning for granted and did not pay enough attention to it. Some are at the school level, such as large class size, limited instructional time, and the lack of facilities and resources. And some are at the culture level: examination-oriented culture. Two patterns of classroom discourse predominated while questioning. The first one is the IRF mode and the second has some variations in the third turn of the discourse which teachers would repeat the former part of the students‘ answer with a question intonation in order to invite students to repeat the latter part of the answer with them in the fourth turn. This case study seems to suggest that English teachers in rural schools in China hold the perception of language learning as a repetition and knowledge-accumulating process in their questioning. However, more studies are needed to corroborate the findings. Description: M.A. TESOL(Melit.) Fri, 01 Jan 2021 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/85744 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/85742 Title: Novice teachers of English in China : challenges and support Abstract: The main purpose of this study was to explore the challenges Chinese novice EFL teachers commonly encountered in their induction period and to analyze the benefits of the support they received that helped mitigate these challenges. Although extensive research has been conducted on Western educational settings, not much attention has been directed to both the challenges and support experienced by Chinese novice teachers of English. Therefore, the present study may lay the foundations for further research into what challenges novice teachers are commonly struggling with and what kinds of support are required in order to facilitate the teaching experiences of new teachers of English. The research problem was investigated by means of a mixed methods approach involving the distribution of a questionnaire amongst 50 participants and one-to-one, semi-structured interviews with eight participants. The findings of the present study reveal that novice teachers have to overcome a reality shock and they suffer from two main types of challenges, one being work-related challenges while the other involves social concerns. The two most frequent adaptation challenges appeared as classroom management challenges and relationship issues with parents. Concerning professional support, this was geared specifically for the needs of new teachers and included formal support and informal support. Among these forms of support, collegial support and classroom observation were highlighted by novice EFL as the two most frequent and beneficial methods to assist them in their professional and emotional aspects. This study incorporates the voice of novice English teachers in China and derives deeper insights from an examination of their experiences in order to inform school administrators and stakeholders on how to better assist novice teachers in their transition period at the workplace. Description: M.A. TESOL(Melit.) Fri, 01 Jan 2021 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/85742 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/85740 Title: Transitioning from face-to-face classrooms to emergency remote teaching : an investigation into teachers’ experiences at ELT schools in Malta Abstract: In spring 2020, the COVID-19 pandemic led to a large-scale closure of ELT schools around the world. Schooling was temporarily provided at a distance, as language teachers and learners transitioned to emergency remote teaching (ERT) and learning. This was a challenge for both parties, as ELT instructors and students were forced to adapt to an online environment in order to carry on with their English language learning. In the past two years, various studies have emerged pertaining to students’ experiences with ERT; however, few of these studies present how teachers experienced this transition. Therefore, this dissertation aimed to explore and present language teachers’ experiences with the abrupt transition to ERT. The study investigated how teachers adapted to this new mode of teaching and learning, as well as the struggles they faced during the ERT period. The study also presents how teachers deem this experience to be beneficial and an opportunity for professional development. Data was collected through an online questionnaire, and eight written narratives and interviews. Findings indicate that although this experience has indeed been challenging for teachers, participants also consider their experience with ERT as an opportunity to develop their technological skills, and to adapt to different modes of teaching. Moving forward, further training on the use of technological tools and the adoption of appropriate pedagogies for remote teaching and learning is necessary. Furthermore, schools must be mindful of and prepared for the possibility of another unprecedented school closure, and must invest in appropriate technological equipment, as well as their teachers’ professional development. Description: M.A. TESOL(Melit.) Fri, 01 Jan 2021 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/85740 2021-01-01T00:00:00Z