A Research On The English Teachers’ Teaching Efficacy And Classroom Questioning Behaviors Of Senior High Schools

In China, the "New English Curriculum Standard for Senior High Schools (Experimental)", as the important basis of educational reform, puts forward new and challenging requirements for English teachers. In recent years, the studies focusing on teachers’ teaching efficacy have emerged continually. A large number of researches prove that teachers’ teaching efficacy, as a kind of inner belief, affects teachers’ teaching behaviors and the implementation of the new curriculum reform. As to previous researches, most of scholars selected university English teachers as the research objects but neglected senior high school English teachers. Therefore, the present study makes an analysis of the correlation between English teachers’ teaching efficacy and their classroom questioning behaviors of senior high school in Guilin, in a hope of offering some suggestions to senior English teachers in Guilin.In this study, two questionnaires are used as the research instruments, and the subjects are senior English teachers from three senior high schools of Guilin in Guangxi Zhuang Autonomous Region. The Senior High School English Teachers’ Teaching Efficacy Questionnaire is developed from Mu Liyuan’s Questionnaire (2013). There are five dimensions in this questionnaire:teaching efficacy of teaching plan and preparation, teaching efficacy of classroom teaching, teaching efficacy of teaching management, teaching efficacy of interpersonal relationship, teaching efficacy of teaching reflection and evaluation. The Senior High School English Teachers’ Classroom Questioning Behaviors Questionnaire is developed from Teachers’ Classroom Teaching Behavior Investigation Questionnaire developed by Yao Limin (2004). It includes four components: type of classroom questioning, allocation of classroom questioning, distribution of classroom questioning wait-time and feedback of classroom questioning.The three research questions addressed in the present study are:(1) What is the overall situation of senior high school English teachers’ teaching efficacy in Guilin? (2) What is the overall situation of senior high school English teachers’ classroom questioning behaviors in Guilin? (3) Is there any correlation between senior high school English teachers’ teaching efficacy and their classroom questioning behaviors of senior high school in Guilin? If yes, how are they related with each other?Through the study, the author has found out the following results:(1) English teachers’ teaching efficacy of senior high schools in Guilin stays at a upper-medium level. Specifically speaking, English teaching efficacy about classroom teaching ranks the top, followed by English teaching efficacy about teaching management, teaching evaluation and reflection, teaching plan and preparation and interpersonal relationship. (2) The overall situation of senior high school English teachers’ classroom teaching behaviors in Guilin is satisfactory. However, the teachers’ ability of distributing classroom questioning wait-time is the weakest. (3) Senior high school English teachers’ teaching efficacy and English teachers’classroom questioning behaviors of senior high schools in Guilin are significantly correlated with each other.Based on these findings, some suggestions are put forward for teachers and senior high schools in Guilin to enhance teachers’teaching efficacy and better teachers’English classroom questioning behaviors. For teachers, they should have scientific conceptions in English teaching and perform well in the classroom. They are supposed to enhance their teaching confidence, build harmonious interpersonal relationship, perfect teachers’ evaluation system, arm themselves with diversified information, use the suitable ratio of the types of classroom, provide students with equal allocation of questions, distribute wait-time properly and give appropriate positive feedback and error treatments. For schools, the suggestions are that a good atmosphere of English teaching should be created, that English teachers’professional development should be guaranteed and that more spiritual and material support should be provided.