Beyond the Products of Higher-Order Questioning: How do Teacher and English-Language Learner Perceptions Influence Practice?

Abstract

First language (L1) and second language (L2) research shows that asking students higher-order questions benefits learning in many ways. While most research surrounding higher-order questioning (HOQ) has examined the products that these question types influence (e.g., test scores and amounts of language production), more recent research has begun to investigate the contexts in which successful HOQ occurs. In order to further characterize contextual factors impacting HOQ, this study examined: 1) the HOQ patterns of a mainstream elementary teacher; 2) her rationale for this pattern; and 3) English language learners (ELLs) perceptions of answering higher-order questions. After analyzing more than 400 questions, student surveys, and teacher and students interviews, this study found that teachers‘ HOQ patterns may be impacted more by general theories of learning than by perceptions of learners‘ abilities. Additionally, data from this study suggest that ELLs perceptions of their HOQ abilities is influenced by proficiency and group settings. These findings are discussed in light of extant literature and suggestions for practice and research are presented.