The Effects of Referential Questions in Pre-writing Activities on Students’ In-class Participation and Written Production

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dc.contributor.authorKemaloglu-Er, Elif
dc.date.accessioned2025-01-06T17:23:12Z
dc.date.available2025-01-06T17:23:12Z
dc.date.issued2021
dc.departmentAdana Alparslan Türkeş Bilim ve Teknoloji Üniversitesi
dc.description.abstractTypes of teacher questions play a crucial role in students’ foreign language development. Among teacher questions, referential questions asked to enable students to provide data not known by the teacher, express their views and exchange personal information and ideas are particularly important as they can affect students’ in-class participation and language production. Writing is a complex production process and pre-writing activities are defined to be an essential step to improve writing performance. In these activities, referential questions may act as effective means to encourage students’ in-class participation and written production. However, referential questions in pre-writing activities in English language teaching have not yet been investigated. This study aims to investigate the forms and functions of referential questions in pre-writing activities and teacher and student views about their effects on students’ in-class participation and written production. 63 English language learners and their writing instructor participated in the study. The data were collected by classroom observations and teacher and student interviews and analysed via conversation and thematic analysis. The findings showed that referential questions were used in a variety of forms and had productive, communicative, pedagogical and motivational functions. The teacher and students emphasized that referential questions had substantial impacts on in-class participation and written production. They were reported to attract students’ attention, enhance their motivation to speak, promote oral participation and lead to complex responses. Also referential questions were stated to provide guidance for the production of written outputs generated with the help of collaboratively constructed content in the classroom.
dc.identifier.doi10.30703/cije.753039
dc.identifier.endpage714
dc.identifier.issn2147-1606
dc.identifier.issue2
dc.identifier.startpage698
dc.identifier.trdizinid438544
dc.identifier.urihttps://doi.org/10.30703/cije.753039
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/438544
dc.identifier.urihttps://hdl.handle.net/20.500.14669/681
dc.identifier.volume10
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofCumhuriyet Uluslararası Eğitim Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241211
dc.subjectWriting
dc.subjectEnglish as a foreign language
dc.subjectEnglish language teaching
dc.subjectreferential questions
dc.subjectpre-writing activities
dc.titleThe Effects of Referential Questions in Pre-writing Activities on Students’ In-class Participation and Written Production
dc.typeArticle

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