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Frontiers in Educational Research, 2022, 5(12); doi: 10.25236/FER.2022.051215.

On Discussing the Application of Language Education Theories in Teachers’ Questioning Practice in EFL Classrooms


Yu Pan1, Wei Xiao2

Corresponding Author:
Wei Xiao

1Wenzhou Medical University, Wenzhou, 325000, China

2Shanghai Jiaotong University, Shanghai, 200030, China


Over the past few decades, “the field of applied linguistics and second language acquisition and teaching have accumulated a respectable repertoire of teaching approaches” [1] for language education. Approaches including Grammar-Translation Method (GTM), the Audio Lingual Method (ALM), the Direct Method, the interactional approach and the CLT approach thus have enabled language education professional and researchers to reach to a variety of methods to be utilized in English language education to effectively improve learning and teaching. This paper aims to provide an in-depth discussion on relevant theories of second language instruction understood and appreciated in a more applicable manner if applied in particular research settings. Pedagogical suggestions are expected to be drawn on how these theories could effectively support the potential research centering on the study of teachers’ questioning practice in ELT classrooms in mainland China’s universities. A proposed study is preliminary designed with a clear guided conceptual framework indicating potential results and contributions.


foreign language education; pedagogical methods; teachers’ questioning practice

Cite This Paper

Yu Pan, Wei Xiao. On Discussing the Application of Language Education Theories in Teachers’ Questioning Practice in EFL Classrooms. Frontiers in Educational Research (2022) Vol. 5, Issue 12: 80-86. https://doi.org/10.25236/FER.2022.051215.


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