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Chapter Five  Conclusion

5.1 Major Findings

This study tries to find out the features of teacher questioning that can lead students into deep learning based on the observation on 12 teaching videos. Through the classroom observation and case study, the data about teacher questioning can be collected by the using of Nvivo11. After the processing of data, the features of teacher questioning that can lead students into deep learning can be summarized with the analysis of the transcribed text. And the main findings based on the research questions are as follows: 

Based on the comparison between the data of teacher questioning in the 12 teaching videos, it has been found that different teachers have different tendencies on the question types, question strategies, the way questions are answered and the way of giving feedback for the same text. For the question types, from an overall perspective, most teachers’ questions are informative questions or comprehension questions, which are relatively simple and mainly for testing students’ ability to retrieve or grasp information, and they belong to low cognitive level questions. But there are also some teachers who can focus on the main ideas and ask high cognitive level questions such as analytical questions, etc. However, the number of high cognitive level questions is relatively low and these questions are often brought up in the second half of the course. As for question strategies, some teachers rarely use question strategies or they only use simple question strategies such as repetition. However, there are some teachers who can use strategies according to the difficulty of the questions and students’ answers. For example, when students’ answers are not perfect, some teachers will ask follow-up questions to get more complete and creative answers. As for the way questions are answered, some teachers asked more high cognitive level questions. And these questions are usually more complicated, so they are usually answered by individual students. Moreover, these teachers invite several different students to answer these kinds of questions in order to get more answers, so these teachers’ questions are mostly answered individually. Accordingly, those low cognitive level questions are answered together by students. As for the way of giving feedback, some teachers like to use positive feedback in the classroom, but some teachers’ positive feedback is simple or even repetitive, which may lead to less effective promotion on students’ deep learning, while some teachers do not give feedback to students or use more negative feedback, which has little or no positive effect on students’ deep learning. 

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