For a considerable period, educators and mentors have utilized questions as an instructional method to evaluate students’ understanding, enhance comprehension, and encourage analytical thinking. This study investigated the current state of effectiveness of student-perceived teacher questioning in Chinese university English classroom from the sociocultural perspective. Based on a questionnaire survey of 1064 Chinese college students, SPSS analysis revealed that EFL learners are generally satisfied with their English teachers’ questioning techniques. Analysis indicates public university teachers exhibit greater questioning proficiency than those at private universities. Moreover, there is a significant difference in the perception of teacher questioning across students of different grades, with seniors displaying the lowest appreciation of questioning effectiveness. Additionally, perceptions of questioning effectiveness vary among majors, with engineering students holding a more favorable view compared to their peers in social sciences and humanities, specifically regarding questioning contents, questioning ways, and responding ways. These results enhance our comprehension of the status quo of Chinese English teachers’ questioning in the universities and provide valuable implications for pedagogical strategies aimed at improving the effectiveness of teacher questioning, thereby fostering the quality of teaching and learning.

Wei Zhou. A Survey on the Effectiveness of Perceived Teacher Questioning in the English Classroom in Chinese Universities. International Journal of New Developments in Education (2024), Vol. 6, Issue 6: 163-173. https://doi.org/10.25236/IJNDE.2024.060626.

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