A Study on the Cognitive Levels and Spatial Distribution of Classroom Questioning in Senior High School English Listening and Speaking Classes

DOI: https://doi.org/10.62517/jhve.202616208

Author(s)

Xiaoxuan Li

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

To investigate the existing problems of classroom questioning in senior high school English listening and speaking classes, optimize the quality of classroom questioning, promote students’ thinking development, and enhance classroom interaction equity, this study takes a high-quality senior high school English listening and speaking class as a case study. Using a classroom questioning observation scale and a seating distribution chart, it conducts a quantitative analysis of 43 effective questioning samples from four dimensions: question design, student response, teacher feedback, and spatial distribution. The findings reveal that the cognitive structure of classroom questioning is imbalanced, with a high proportion of lower-order questions and a lack of open-ended questions; student response patterns are rigid, with low levels of cooperative participation; teacher feedback lacks peer evaluation and error correction, resulting in insufficient response strategies that promote deeper thinking; and the spatial distribution of classroom questioning is uneven, showing a clear seating-based interaction bias. Based on the above results, this paper proposes the following five improvements: optimize the cognitive level of questions, increase the proportion of open-ended questions, diversify students’ ways of answering, improve teachers’ feedback strategies, and balance the spatial distribution of classroom questioning. The above changes aim to change the type of questions, stimulate students’ thinking, reduce the disparity in participation among seated students, and provide support for the improvement of teaching methods for listening and speaking.

Keywords

High school EFL; Classroom Questioning; Cognitive Levels; Teacher-Student Interaction; Spatial Distribution

References

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