A Reticent Student in the Classroom: A Consequence of the Art of Questioning
Title
A Reticent Student in the Classroom: A Consequence of the Art of Questioning
A Reticent Student in the Classroom: A Consequence of the Art of Questioning
Keywords: reticence, reticent student, art of questioning, strategies of teaching
Authors
Ermel M. Delima
Isabela State University, Echague, Isabela, 3309 Philippines
Ermel M. Delima
Isabela State University, Echague, Isabela, 3309 Philippines
Bio Data
Ermel M Delima works at Isabela State University in the Philippines.
Abstract
This psycholinguistic study assessed the level of reticence in English (L2) among Filipino college students enrolled in Isabela State University, Echague, Isabela, Philippines. It also sought to determine the relationship of reticence and the respondents profiles, their perceptions on the different categories of questions, teachers art of questioning, teacher s art of handling students questions and students responses. The descriptive-correlational type of research was used in this study. Reticence level on the six dimensions (anxiety, delivery, memory, knowledge, organization and delivery) was measured using the Reticence Scale by Keaten et al., (1997). The respondents perception on the teachers use of the categories of questions and the art of questioning were based on the Strategies for Teaching (Boiser, 2000). The results revealed that the respondents were mildly irreticent (mean range: 8.88- 10.63) in the six dimensions of reticence scale. The respondents preferred low- level questions (questions that require simple recall) and valuing questions (questions based on students experiences) than the other categories of questions (convergent, divergent and high- level questions).
This psycholinguistic study assessed the level of reticence in English (L2) among Filipino college students enrolled in Isabela State University, Echague, Isabela, Philippines. It also sought to determine the relationship of reticence and the respondents profiles, their perceptions on the different categories of questions, teachers art of questioning, teacher s art of handling students questions and students responses. The descriptive-correlational type of research was used in this study. Reticence level on the six dimensions (anxiety, delivery, memory, knowledge, organization and delivery) was measured using the Reticence Scale by Keaten et al., (1997). The respondents perception on the teachers use of the categories of questions and the art of questioning were based on the Strategies for Teaching (Boiser, 2000). The results revealed that the respondents were mildly irreticent (mean range: 8.88- 10.63) in the six dimensions of reticence scale. The respondents preferred low- level questions (questions that require simple recall) and valuing questions (questions based on students experiences) than the other categories of questions (convergent, divergent and high- level questions).
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Category: Monthly Editions, Volume 60
