HIGHLIGHTS
SUMMARY
Classroom, as one of the social setting where a teacher along with his/her students interacts with each other, questioning acts serves a function to facilitate knowledge construction. Concerning this, the former studies have found that teachers` questioning could facilitate students to be more active resulting from the process of meaning exchanges through clarification check, repair, and recast they use (Eckerth, 2009; Palma, 2014; Saito and amp; Hanzawa, 2016). Since teachers` questioning is regarded as the powerful eminent factor in constructing good discourse moves in teacher-student interactions (Irawati, Nirmalasari, and amp; Styati, 2021 . . .
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