Questioning Techniques and Wait Time in EFL Classrooms:

Teachers' Perceptions and Practices

Abstract

This study scrutinized English language teachers' perceptions and actual practices regarding questioning techniques and wait time. Using a qualitative approach, the researcher conducted semi-structured interviews and classroom observations with teachers from the Department of English Language at Algiers 2 University. The interview results revealed that the majority of teachers were aware of the importance of wait time and questioning and they use questions to stimulate students' critical thinking. The classroom observation findings showed the opposite– teachers primarily use low-level questions to check their students' understanding. Additionally, while teachers reported allocating 1-3 minutes of wait time, the observations showed that they rarely reached the recommended 3-5 seconds. Moreover, teachers frequently interrupted wait times by engaging in various verbal habits that might interfere with the beneficial effects of wait time. These findings highlight significant differences between the teachers' perceived and actual practices regarding questioning techniques and wait time. Based on these findings, the study put forward some recommendations for question planning, training teachers on asking higher-level questions, and use of extended wait times commensurate with the complexity of the questions posed.