Questioning is a fundamental aspect of pedagogy, with the quality and relevance of questions posed by educators playing a crucial role in the efficacy of instruction. The incorporation of internet-based technologies has the potential to augment the impact of questioning strategies employed by college instructors, thereby boosting student motivation, involvement, and academic achievement. This paper delves into the strategies English educators in Chinese higher education utilize to formulate and ask effective questions in the web-based learning and teaching environment. This paper is supported by the social constructivist learning theory, which posits that learning is inherently social and involves the construction of knowledge through interactive processes. The study introduces a model for web-based questioning aimed at enhancing English instruction in private Chinese colleges, including essential facets of online pedagogy such as preparation, engagement, assessment, feedback, reflection, and adjustment. The paper concludes with an emphasis on the significance of employing effective questioning techniques for English teachers in Chinese colleges according to the proposed model as a teaching method.

Wei Zhou. Research on the Effectiveness of Private College English Teachers’ Questioning in a Web-based Learning and Teaching Environment. The Frontiers of Society, Science and Technology (2024), Vol. 6, Issue 10: 102-108. https://doi.org/10.25236/FSST.2024.061015.

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