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22/06/2026
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Tran, T. T. N., & Le, T. N. A. (2026). Exploring the EFL Teacher Questioning on High School Student Task Performance in Dong Thap. Dong Thap University Journal of Science, 15(03S), 1-20. https://doi.org/10.52714/dthu.sch.3400.1854
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Exploring the EFL Teacher Questioning on High School Student Task Performance in Dong Thap
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Abstract
Teacher questioning is often considered the heartbeat of the EFL classroom; however, questioning practices remain complex and multifaceted. This quantitative study investigated EFL teachers’ perceptions of and practices regarding classroom questioning. A questionnaire was administered to 122 EFL teachers working at public high schools in Dong Thap Province to collect data on their perceptions and questioning practices. The findings revealed a noticeable gap between teachers’ beliefs and their actual classroom practices. Although the participants demonstrated a strong understanding of the role of teacher questioning in promoting student engagement, traditional questioning patterns continued to dominate classroom interactions. The findings indicated a high frequency of display questions and an emphasis on lower-order cognitive processes, such as remembering and understanding, despite the recognized importance of fostering student engagement and higher-order thinking skills in EFL instruction. In contrast, evaluative and creative questions were rarely employed. Additionally, the participants reported both benefits and challenges associated with the use of questioning techniques in English classrooms.
Keywords
EFL classrooms, EFL high school teachers, perceptions, practices, teacher questioning.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Cheng, L., & Watanabe, Y. (Eds.). (2004). Washback in language testing: Research contexts and methods. Routledge. Retrieved from https://teval.jalt.org/test/PDF/Newfields4.pdf
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20171
Candilasa, J. M. (2025). Impact of referential questions on students’ oral participation and academic performance in English. International Journal of Research and Innovation in Social Science, 8(12), 4661-4669. https://dx.doi.org/10.47772/IJRISS.2024.8120391
Creswell, J. W., & Creswell, J. D. (2025). Research design: Qualitative, quantitative, and mixed methods approaches (7th ed.). SAGE Publications.
Darong, H. C. (2022). Contingency, convergence, and divergence of teachers’ questions in classroom interactions. Indonesian Journal of EFL and Linguistics, 7(2), 265-282. https://doi.org/10.21462/ijefll.v7i2.512
Dawes, J. (2008). Do data characteristics change according to the number of scale points used? An experiment using 5-point, 7-point and 10-point scales. International Journal of Market Research, 50(1), 61-104. https://doi.org/10.1177/147078530805000106
Dillon, J. T. (2025). The practice of questioning. Routledge. Retrieved from https://scholar.google.com/scholarhl=vi&as_sdt=0%2C5&q=Dillon%2C+J.+T.+%282025%29.+The+practice+of+questioning.+Routledge.&btnG=
Dinh, T. H., & Le, X. M. (2020). EFL teachers’ perceptions of the use of e-textbooks at secondary schools in Dong Thap province. Can Tho University Journal of Science, 12(2), 15-24. Retrieved from https://ctujs.ctu.edu.vn/index.php/ctujs/article/view/6
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Retrieved from https://scholar.google.com/scholar?hl=vi&as_sdt=0%2C5&q=Ellis%2C+R.+%282003%29.+Task-ased+language+learning+and+teaching.+Oxford+
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Ellis, R. (2012). Language teaching research and language pedagogy. Wiley-Blackwell. Retrieved from https://scholar.google.com/scholar?hl=vi&as_sdt=0%2C5&q=Ellis%2C+R.+%282012%29.+Language+teaching+research+and+language+pedagogy.+Wiley-Blackwell.&btnG=
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1071–1082. https://doi.org/10.1016/j.system.2013.03.005
Gangone, L. M. (2024). The state of teacher education. Issues in Teacher Education, 33(1), 5-14. Retrieved from https://www.itejournal.org/wp-content/pdfs-issues/spring-2024/05gangone.pdf
He, F. (2025). Better teacher’s questions in EFL classroom interaction: A study on effective questioning strategies. Advances in Information Management and Economic Development Research, 1(2), 17-24. https://doi.org/10.70114/aimedr.2025.2.1.P17
Hou, R., Bühler, B., Fütterer, T., Bozkir, E., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). Multimodal assessment of classroom discourse quality: A text-centered attention-based multi-task learning approach. Computers and Society. Retrieved from https://arxiv.org/abs/2505.07902
Huynh, N. (2022). Teachers’ perceptions on questioning strategies at pre-speaking stage in EFL classroom interaction–A case of a university of Mekong Delta. International Journal of Language Instruction, 1(1), 53-64. https://doi.org/10.54855/ijli.22116
Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science and Technology, 7(4), 396-403. https://doi.org/10.9734/BJAST/2015/14975
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
Laoli, A. (2025). Empowering non-native English learners to build self-confidence. Lingkar Edukasi Indonesia. Retrieved from https://www.researchgate.net/publication/393973797_empowering_non-native_english_learners_to_build_self-confidence
Li, L. (2023). Critical thinking from the ground up: teachers’ conceptions and practice in EFL classrooms. Teachers and Teaching, 29(6), 571-593. https://doi.org/10.1080/13540602.2023.2191182
Long, M. H., & Sato, C. J. (1983). Classroom foreigner talk discourse. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 268-285). Newbury House. Retrieved from https://scholar.google.com/scholarhl=vi&as_sdt=0%2C5&q=Long%2C+M.+H.%2C+%26+Sato%2C+C.+J.+%281983%29.+Classroom+foreigner+talk+discourse.+In+H.+W.+Seliger+%26+M.+H.+Long+%28Eds.%29%2C+Classroom+oriented+research+in+second+language+acquisition+%28pp.+268%E2%80%93285%29.+Newbury+House.&btnG=
Lu, D., & Zheng, X. (2025). Teacher critical thinking questioning in EFL classes in China high schools. Educational Studies, 60(6), 659-676. https://doi.org/10.1080/00131946.2024.2437639
Mayberry, S. C., & Hartle, L. (2003). The successful teacher's guide to frequently asked questions. R&L Education.
Ministry of Education and Training (2018). General Education Program - English Curriculum. Hanoi, Vietnam. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/4854
Nguyen, L., Nguyen, H., Tran, T., Le, M., & Ziyi, Z. (2021). Factors influencing English proficiency: An empirical study of Vietnamese students. Management Science Letters, 11(6), 1779-1786. Retrieved from https://scispace.com/pdf/factors-influencing-english-proficiency-an-empirical-study-24uu2cznku.pdf
Nguyen, T. D. T., & Nguyen, H. B. (2023). The effects of questioning as a pre-reading activity. European Journal of English Language Teaching, 8(4), 88-111. Retrieved from https://oapub.org/edu/index.php/ejel/article/view/4999
Nguyen, T. H. D., & Nguyen, T. K. D. (2024). EFL high school teachers’ practices of strategies for critical thinking instruction in writing classes. European Journal of Foreign Language Teaching, 7(2). http://dx.doi.org/10.46827/ejfl.v7i2.4976
Nguyen, H. T., & Tran, N. M. (2015). Factors affecting students’ speaking performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8-23. Retrieved from https://www.multidisciplinaryjournals.com/wp-content/uploads/2015/03/factors-affecting-students%e2%80%99-speaking.pdf
Nunan, D. (1988). The learner-centred curriculum. Cambridge University Press. Retrieved from https://shop.cambridge.org/english/product/2700037224
Nunan, D. (1991). Language teaching methodology. Prentice Hall.
Oussama, L. A. H. F. A. R. (2025). Exploring the influence of EFL teachers' questioning behavior on student interaction case study: Students of English at the University of Ghardaia [Master’s thesis, University of Ghardaia]. Institutional Repository of University of Ghardaia. Retrieved from https://dspace.univ-ghardaia.edu.dz/items/6b1e624c-2656-4279-8023-4efe5177df5a
Phuong, Y. H., & Nguyen, L. G. T. (2017). English teachers’ questions in a Vietnamese high school reading classroom. JEELS (Journal of English Education and Linguistics Studies), 4(2), 129-154. https://doi.org/10.30762/jeels.v4i2.353
Pimentel, J. L. (2019). Some biases in Likert scaling usage and its correction. International Journal of Sciences: Basic and Applied Research, 45(1), 183-191. Retrieved from https://www.gssrr.org/JournalOfBasicAndApplied/article/view/9874
Putri, V. P. W., & Trisanti, N. (2025). Exploring the types of teachers’ questioning strategies used in EFL secondary school classroom. Journal of English Language and Education, 10(4), 153-160. https://doi.org/10.31004/jele.v10i4.982
Puspitasari, F., Nabila, N. F., & Dwi Putri, R. (2025). EFL teacher questioning and student learning. International Journal of Language Education, 9(1), 22-38. https://doi.org/10.15408/ijee.v12i1.41800
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press. Retrieved from https://www.cambridge.org/core/books/reflective-teaching-in-second-language-classrooms/BE748173D2D76B3CB46F
A70A8D2B56D7
Rimmer, W. (2019). Questioning practice in the EFL classroom. Training, Language and Culture, 3(1), 53-72. Retrieved from https://pdfs.semanticscholar.org/362c/aded01ddb9b96cc917584914ad869e2cac8b.pdf
Rothstein, D., & Santana, L. (2011). Make just one change. Harvard Education Press.
Saito, H., & Ebsworth, M. E. (2004). Seeing English teaching through students’ eyes. Foreign Language Annals, 37(1), 111-124. https://doi.org/10.1111/j.1944-9720.2004.tb02178.x
Salmon, A., & Barrera, M. (2021). Intentional questioning in the classroom. Journal of Educational Psychology, 113(3), 421-438. https://doi.org/10.1016/j.tsc.2021.100822
Saswati, R. (2022). Teacher questioning strategies employed in speaking classes in EFL setting: A study of classroom interaction. Scope: Journal of English Language Teaching, 7(1), 98-104. Retrieved from https://www.journal.lppmunindra.ac.id/index.php/SCOPE/article/view/13570
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. Retrieved from https://scholar.google.com/scholar?hl=vi&as_sdt=0%2C5&q=
Skehan%2C+P.+%281998%29.+A+cognitive+approach+to+language+learning.+Oxford+University+Press.&btnG=
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tee, T. K., Yunos, J. M., Mohamad, B., Othman, W., & Yee, M. H. (2010). The evaluation of thinking skills based on taxonomy of Anderson and Krathwohl. In: The 3rd Regional Conference on Engineering and Research on Higher Education (RCEE & RHEd 2010), 7-9 June 2010, Kuching, Sarawak. Retrieved from https://library.oum.edu.my/repository/688/1/thinking_skills_widad.pdf
Tran, C. N., & Nguyen, H. B. (2021). Teachers' perceptions of scaffolding EFL students' reading comprehension at high schools in the Mekong Delta, Vietnam. European Journal of English Language Teaching, 6(5), 81-95. https://oapub.org/edu/index.php/ejel/article/view/3854
Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge University Press.
Ülker Mermer, İ. (2022). Teacher questions in Turkish EFL classrooms: A qualitative study. LOTUS International Journal of Language and Translation Studies, 2(1), 66-81. Retrieved from https://www.researchgate.net/publication/361660920_Teacher_
Questions_in_Turkish_EFL_Classrooms_A_Qualitative_Study
Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
Wragg, E.C., & Brown, G.A. (2001). Questioning in the Primary School (2nd ed.). Routledge. https://doi.org/10.4324/9780203420072
Yuliawati, Y., Mahmud, M., & Muliati, M. (2016). Teacher's questioning and students' critical thinking in EFL classroom interaction. ELT Worldwide, 3(2), 231-247. Retrieved from https://pdfs.semanticscholar.org/2760/28492a8c9c2521c3a774c3edf52264ea44c4.pdf
Zhou, W. (2024). Effective teacher questioning perceived by EFL learners in Chinese universities and its relationship with classroom engagement. Frontiers in Educational Research, 7(9), 187-198. https://doi.org/10.25236/FER.2024.070929
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Retrieved from https://quincycollege.edu/wp-content/uploads/Anderson-and-Krathwohl_Revised-Blooms-Taxonomy.pdf?utm
Brace, I. (2018). Questionnaire design: How to plan, structure and write survey material for effective market research. Kogan Page Publishers. Retrieved from https://books.google.com.vn/books/about/Questionnaire_Design.html?id=mSRTDwAAQBAJ&redir_esc=y
Cheng, L., & Watanabe, Y. (Eds.). (2004). Washback in language testing: Research contexts and methods. Routledge. Retrieved from https://teval.jalt.org/test/PDF/Newfields4.pdf
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20171
Candilasa, J. M. (2025). Impact of referential questions on students’ oral participation and academic performance in English. International Journal of Research and Innovation in Social Science, 8(12), 4661-4669. https://dx.doi.org/10.47772/IJRISS.2024.8120391
Creswell, J. W., & Creswell, J. D. (2025). Research design: Qualitative, quantitative, and mixed methods approaches (7th ed.). SAGE Publications.
Darong, H. C. (2022). Contingency, convergence, and divergence of teachers’ questions in classroom interactions. Indonesian Journal of EFL and Linguistics, 7(2), 265-282. https://doi.org/10.21462/ijefll.v7i2.512
Dawes, J. (2008). Do data characteristics change according to the number of scale points used? An experiment using 5-point, 7-point and 10-point scales. International Journal of Market Research, 50(1), 61-104. https://doi.org/10.1177/147078530805000106
Dillon, J. T. (2025). The practice of questioning. Routledge. Retrieved from https://scholar.google.com/scholarhl=vi&as_sdt=0%2C5&q=Dillon%2C+J.+T.+%282025%29.+The+practice+of+questioning.+Routledge.&btnG=
Dinh, T. H., & Le, X. M. (2020). EFL teachers’ perceptions of the use of e-textbooks at secondary schools in Dong Thap province. Can Tho University Journal of Science, 12(2), 15-24. Retrieved from https://ctujs.ctu.edu.vn/index.php/ctujs/article/view/6
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Retrieved from https://scholar.google.com/scholar?hl=vi&as_sdt=0%2C5&q=Ellis%2C+R.+%282003%29.+Task-ased+language+learning+and+teaching.+Oxford+
University+Press.&btnG=
Ellis, R. (2012). Language teaching research and language pedagogy. Wiley-Blackwell. Retrieved from https://scholar.google.com/scholar?hl=vi&as_sdt=0%2C5&q=Ellis%2C+R.+%282012%29.+Language+teaching+research+and+language+pedagogy.+Wiley-Blackwell.&btnG=
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1071–1082. https://doi.org/10.1016/j.system.2013.03.005
Gangone, L. M. (2024). The state of teacher education. Issues in Teacher Education, 33(1), 5-14. Retrieved from https://www.itejournal.org/wp-content/pdfs-issues/spring-2024/05gangone.pdf
He, F. (2025). Better teacher’s questions in EFL classroom interaction: A study on effective questioning strategies. Advances in Information Management and Economic Development Research, 1(2), 17-24. https://doi.org/10.70114/aimedr.2025.2.1.P17
Hou, R., Bühler, B., Fütterer, T., Bozkir, E., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). Multimodal assessment of classroom discourse quality: A text-centered attention-based multi-task learning approach. Computers and Society. Retrieved from https://arxiv.org/abs/2505.07902
Huynh, N. (2022). Teachers’ perceptions on questioning strategies at pre-speaking stage in EFL classroom interaction–A case of a university of Mekong Delta. International Journal of Language Instruction, 1(1), 53-64. https://doi.org/10.54855/ijli.22116
Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science and Technology, 7(4), 396-403. https://doi.org/10.9734/BJAST/2015/14975
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
Laoli, A. (2025). Empowering non-native English learners to build self-confidence. Lingkar Edukasi Indonesia. Retrieved from https://www.researchgate.net/publication/393973797_empowering_non-native_english_learners_to_build_self-confidence
Li, L. (2023). Critical thinking from the ground up: teachers’ conceptions and practice in EFL classrooms. Teachers and Teaching, 29(6), 571-593. https://doi.org/10.1080/13540602.2023.2191182
Long, M. H., & Sato, C. J. (1983). Classroom foreigner talk discourse. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 268-285). Newbury House. Retrieved from https://scholar.google.com/scholarhl=vi&as_sdt=0%2C5&q=Long%2C+M.+H.%2C+%26+Sato%2C+C.+J.+%281983%29.+Classroom+foreigner+talk+discourse.+In+H.+W.+Seliger+%26+M.+H.+Long+%28Eds.%29%2C+Classroom+oriented+research+in+second+language+acquisition+%28pp.+268%E2%80%93285%29.+Newbury+House.&btnG=
Lu, D., & Zheng, X. (2025). Teacher critical thinking questioning in EFL classes in China high schools. Educational Studies, 60(6), 659-676. https://doi.org/10.1080/00131946.2024.2437639
Mayberry, S. C., & Hartle, L. (2003). The successful teacher's guide to frequently asked questions. R&L Education.
Ministry of Education and Training (2018). General Education Program - English Curriculum. Hanoi, Vietnam. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/4854
Nguyen, L., Nguyen, H., Tran, T., Le, M., & Ziyi, Z. (2021). Factors influencing English proficiency: An empirical study of Vietnamese students. Management Science Letters, 11(6), 1779-1786. Retrieved from https://scispace.com/pdf/factors-influencing-english-proficiency-an-empirical-study-24uu2cznku.pdf
Nguyen, T. D. T., & Nguyen, H. B. (2023). The effects of questioning as a pre-reading activity. European Journal of English Language Teaching, 8(4), 88-111. Retrieved from https://oapub.org/edu/index.php/ejel/article/view/4999
Nguyen, T. H. D., & Nguyen, T. K. D. (2024). EFL high school teachers’ practices of strategies for critical thinking instruction in writing classes. European Journal of Foreign Language Teaching, 7(2). http://dx.doi.org/10.46827/ejfl.v7i2.4976
Nguyen, H. T., & Tran, N. M. (2015). Factors affecting students’ speaking performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8-23. Retrieved from https://www.multidisciplinaryjournals.com/wp-content/uploads/2015/03/factors-affecting-students%e2%80%99-speaking.pdf
Nunan, D. (1988). The learner-centred curriculum. Cambridge University Press. Retrieved from https://shop.cambridge.org/english/product/2700037224
Nunan, D. (1991). Language teaching methodology. Prentice Hall.
Oussama, L. A. H. F. A. R. (2025). Exploring the influence of EFL teachers' questioning behavior on student interaction case study: Students of English at the University of Ghardaia [Master’s thesis, University of Ghardaia]. Institutional Repository of University of Ghardaia. Retrieved from https://dspace.univ-ghardaia.edu.dz/items/6b1e624c-2656-4279-8023-4efe5177df5a
Phuong, Y. H., & Nguyen, L. G. T. (2017). English teachers’ questions in a Vietnamese high school reading classroom. JEELS (Journal of English Education and Linguistics Studies), 4(2), 129-154. https://doi.org/10.30762/jeels.v4i2.353
Pimentel, J. L. (2019). Some biases in Likert scaling usage and its correction. International Journal of Sciences: Basic and Applied Research, 45(1), 183-191. Retrieved from https://www.gssrr.org/JournalOfBasicAndApplied/article/view/9874
Putri, V. P. W., & Trisanti, N. (2025). Exploring the types of teachers’ questioning strategies used in EFL secondary school classroom. Journal of English Language and Education, 10(4), 153-160. https://doi.org/10.31004/jele.v10i4.982
Puspitasari, F., Nabila, N. F., & Dwi Putri, R. (2025). EFL teacher questioning and student learning. International Journal of Language Education, 9(1), 22-38. https://doi.org/10.15408/ijee.v12i1.41800
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press. Retrieved from https://www.cambridge.org/core/books/reflective-teaching-in-second-language-classrooms/BE748173D2D76B3CB46F
A70A8D2B56D7
Rimmer, W. (2019). Questioning practice in the EFL classroom. Training, Language and Culture, 3(1), 53-72. Retrieved from https://pdfs.semanticscholar.org/362c/aded01ddb9b96cc917584914ad869e2cac8b.pdf
Rothstein, D., & Santana, L. (2011). Make just one change. Harvard Education Press.
Saito, H., & Ebsworth, M. E. (2004). Seeing English teaching through students’ eyes. Foreign Language Annals, 37(1), 111-124. https://doi.org/10.1111/j.1944-9720.2004.tb02178.x
Salmon, A., & Barrera, M. (2021). Intentional questioning in the classroom. Journal of Educational Psychology, 113(3), 421-438. https://doi.org/10.1016/j.tsc.2021.100822
Saswati, R. (2022). Teacher questioning strategies employed in speaking classes in EFL setting: A study of classroom interaction. Scope: Journal of English Language Teaching, 7(1), 98-104. Retrieved from https://www.journal.lppmunindra.ac.id/index.php/SCOPE/article/view/13570
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. Retrieved from https://scholar.google.com/scholar?hl=vi&as_sdt=0%2C5&q=
Skehan%2C+P.+%281998%29.+A+cognitive+approach+to+language+learning.+Oxford+University+Press.&btnG=
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tee, T. K., Yunos, J. M., Mohamad, B., Othman, W., & Yee, M. H. (2010). The evaluation of thinking skills based on taxonomy of Anderson and Krathwohl. In: The 3rd Regional Conference on Engineering and Research on Higher Education (RCEE & RHEd 2010), 7-9 June 2010, Kuching, Sarawak. Retrieved from https://library.oum.edu.my/repository/688/1/thinking_skills_widad.pdf
Tran, C. N., & Nguyen, H. B. (2021). Teachers' perceptions of scaffolding EFL students' reading comprehension at high schools in the Mekong Delta, Vietnam. European Journal of English Language Teaching, 6(5), 81-95. https://oapub.org/edu/index.php/ejel/article/view/3854
Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge University Press.
Ülker Mermer, İ. (2022). Teacher questions in Turkish EFL classrooms: A qualitative study. LOTUS International Journal of Language and Translation Studies, 2(1), 66-81. Retrieved from https://www.researchgate.net/publication/361660920_Teacher_
Questions_in_Turkish_EFL_Classrooms_A_Qualitative_Study
Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
Wragg, E.C., & Brown, G.A. (2001). Questioning in the Primary School (2nd ed.). Routledge. https://doi.org/10.4324/9780203420072
Yuliawati, Y., Mahmud, M., & Muliati, M. (2016). Teacher's questioning and students' critical thinking in EFL classroom interaction. ELT Worldwide, 3(2), 231-247. Retrieved from https://pdfs.semanticscholar.org/2760/28492a8c9c2521c3a774c3edf52264ea44c4.pdf
Zhou, W. (2024). Effective teacher questioning perceived by EFL learners in Chinese universities and its relationship with classroom engagement. Frontiers in Educational Research, 7(9), 187-198. https://doi.org/10.25236/FER.2024.070929
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- Thanh Nguyet Anh Le, Ngoc Phuong Dong Pham, TESOL-major students’ perceptions and practices on group autonomy at Dong Thap University , Dong Thap University Journal of Science: Vol. 13 No. 3 (2024): Social Sciences and Humanities Issue (English)
- Thi Hue Lam Ho, Thanh Nguyet Anh Le, The effectiveness of using the Think-Pair-Share cooperative learning in teaching English speaking skills to high school students , Dong Thap University Journal of Science: Vol. 14 No. 07S (2025): Special Issue of Social Sciences and Humanities (Vietnamese)
- Tran Kim Uyen Huynh, Thanh Nguyet Anh Le, The impacts of integrating social emotional learning into English lessons for non-majored students at a university in Viet Nam , Dong Thap University Journal of Science: Vol. 14 No. 03S (2025): Special Issue of Social Sciences and Humanities (Vietnamese)
- Thi Danh Lam Nguyen, ThS Vu Hoang Ha, Thanh Nguyet Anh Le, The impacts of integrating social and emotional learning into English language teaching for primary school students , Dong Thap University Journal of Science: Vol. 14 No. 06S (2025): Special Issue of Social Sciences and Humanities (Vietnamese)
- Thi Cam Tu Nguyen, Thanh Nguyet Anh Le, Examining the effects of oral communicative activities on high school students’ learning English speaking skills , Dong Thap University Journal of Science: Vol. 14 No. 07S (2025): Special Issue of Social Sciences and Humanities (Vietnamese)
- Hoai Anh Nguyen, Thanh Nguyet Anh Le, Trong Nhan Phan, Examining the Effects of ChatGPT as an Automated Scoring and FeedbackTool on English-major Students’ Writing Performance in the Mekong Delta , Dong Thap University Journal of Science: Vol. 15 No. 7 (2026): Issue of Social Sciences and Humanities (English)
- Thi Anh Thu Le, Thanh Nguyet Anh Le, English as a Foreign Language Teachers’ Pronunciation Teaching Strategies in High Schools , Dong Thap University Journal of Science: Vol. 15 No. 02S (2026): Special Issue of Social Sciences and Humanities (English)