A Survey Of Student Satisfaction On Teacher Questioning In Rural Junior High School

In recent years,the explorations with regard to teacher questioning have always been attracted the attention of language researchers along with the Reform of New Curriculum Standard,for the proper choice of teacher questioning may have a direct influence on the interest of student’s learning and teaching effectiveness.However,most existing studies about teacher questioning are concentrated on English teachers.The research subjects are mainly in urban high schools and senior students while it is rarely studied in rural junior high school in current database.More importantly less researches about student satisfaction on teacher questioning in rural high school have been done yet.Based on such background,the study was designed to investigate students in rural junior high school and their satisfaction on teacher questioning in English class.The purpose of this study is to provide the most effective questioning ways and methods to English teachers.All the four research questions are as follows:(1)What is the overall degree of student satisfaction on teacher questioning in rural junior high school?(2)What are the degrees of student satisfaction on teacher questioning in terms of types,ways and feedback respectively?(3)What are the remarkable differences,if any,about student satisfaction between high achievers and low achievers?(4)What are the factors contributing to the differences of student satisfaction?The theoretical framework of this study was Constructivism,Expectancy Disconfirmation Theory and Humanism.The author combined quantitative method with qualitative research methods.The research tool of quantitative research method was questionnaire.The research subjects were two hundred and thirty-six students from three different rural high schools.After students finished the questionnaire,two hundred and twenty-five valid questionnaires were collected.The interview was used as qualitative research tool.Six interviewees were chosen by simple random sampling after students finished the questionnaire and the author made an academic rank according to student’ s score in middle and final examination.Three high achievers and three low achievers were interviewed.Based on the data,the author analyzed and made the following results:Firstly,based on the results from the questionnaire,the overall degree of student satisfaction on teacher questioning in rural junior high school is relatively high(3.650).Secondly,the results yielded from the questionnaire reveal that the degrees of student satisfaction toward teacher questioning types(3.876),ways(3.408)and feedback(3.756)are high respectively,which shows that students feel almost satisfied to questioning types,ways and feedback.However,students feel more satisfied to questioning types in comparison with questioning ways and feedback.Moreover,students feel not very satisfied to questioning ways..Thirdly,as indicated in the results of independent-samples T-test,a significant difference of the degree of student satisfaction to teacher questioning between high achievers and low achievers was found.(1)High achievers(4.024)feel satisfied to teacher questioning types,while low achievers(3.628)feel almost satisfied.(2)High achievers(3.671)feel more satisfied than that of low achievers(3.295)to teacher questioning ways.(3)High achievers(4.010)feel satisfied with questioning feedback,while low achievers(3.667)feel not very satisfied.Fourthly,the results of the interviews reveal that(1)Difference of student preference to teacher questioning types:high achievers like to challenge difficult questions about the central idea of the passage,so they like answering comprehensive questions.However,low achievers enjoy answering knowledge questions,because it is easy to answer those questions.(2)Difference of student needs to teacher questioning ways:high achievers prefer nominating,because they like showing themselves out.Low achievers hold the opinion that chorus-answering will make them relaxed.High achievers find wait time is too short to think the answer and organize the answer perfectly and clearly.What’s worse,low achievers believe that it is so short that they feel stressed,and can’t give the perfect answer.(3)Difference of student expectation to teacher questioning feedback:high achievers want to get more information to widen minds.Low achievers have strong self-esteem,so they strongly eager to be encouraged and tried not being criticized by teachers.A few suggestions from this study have been concluded to the English teachers.With regard to teacher’s perspective,before raising questions,teachers should make a full consideration of the English level of students,and then raise different questions to higher achievers and lower achievers,so as to completely motivate their thinking and initiatives.As to high achievers,English teacher should raise more comprehensive questions.While to low achievers,English teacher should raise more knowledge questions.During class,teachers ought to ask students to answer questions appropriately.In addition,teacher should prolong the wait time according to student’s English foundation.After students answer questions,proper feedback should be given to them in time.Especially low achievers should be aroused their learning motivation and offered praise and inspiration.As for students,they should actively participate in the class questioning,especially for low achiever.Moreover,they should make full use of minds to maximize the learning effect.