Self-questioning strategy training: Insights from implementation
Self-questioning strategy training: Insights from implementation
Keywords: self-questioning strategy, EFL reading, Indonesia
Authors
Dyah Sunggingwati, PhD
School of Education,
Mulawarman University, Indonesia
Hoa Thi Mai Nguyen, PhD
Faculty of Education and Social Work,
The University of Sydney, Australia
Bio Data
Dyah Sunggingwati (PhD, the University of Queensland, Australia) is a lecturer at Mulawarman University, Indonesia. Her research interests are reading and EFL teacher education.
Hoa Thi Mai Nguyen (PhD, the University of Queensland, and Australia) is a research fellow at the Faculty of Education and Social Work at the University of Sydney. In 2010, she was awarded a Research Higher Degree Excellence 2010 for her PhD outstanding thesis at the University of Queensland. Her research publications are mainly in the areas of TESOL, mentoring and teacher education.
Abstract
Questioning strategy training is an increasing area of research interest in EFL education as it has been proved to be important in supporting students’ reading comprehension and critical thinking. Especially in the context like Indonesia where the teaching of reading is limited to a traditional approach, strictly following the textbook. The need for training in self-questioning strategies is critical. This paper reports the finding of a case study exploring the process of training in self-questioning strategies for 11th grade students in Indonesia. Data was collected from observations, researcher’s field notes, and interviews. The study indicates feasibility of the implementation, describes the practice of the implementation, and identifies critical factors contributing to the effectiveness of the implementation. It suggests a number of issues in enhancing the self-questioning implementation, which is practically helpful not only in the researched context but also in other contexts.
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Category: Monthly Editions, Volume 68
