This document discusses issues related to how teachers ask questions in English classes at ethnic secondary schools in Laos. It aims to understand the types of questions teachers ask, problems students face in answering questions, and ways to address these issues. A literature review covers learning theories and question types. A study was conducted surveying 50 students and 6 English teachers about question types, causes of student problems, how students respond, and techniques to motivate responses. Key findings include students being afraid of ridicule and needing time to think. The conclusion recommends teachers ask clearer questions and allow time for students to respond without embarrassment. Addressing question techniques could help improve English teaching and learning.

1. The issues facing students by
teachers’ eliciting questions in
learning –teaching English of
General Ethnic Secondary School

2. 1. The issues facing students by teachers’ eliciting
questions in learning –teaching English of General
Ethnic Secondary School
2. Writer: Mr.
Miss.
Supervisor:

3. Chapter I Introduction
1.1 Background
Teacher’s questions are the important values for
providing the instructional purposes and eliciting students’
reflection and encourage students to get the deeper
understanding and engagement in class.
The teacher’s eliciting questions also demonstrates the
flow of classroom conversation and the cognitive
opportunities for students and it is considered the most
powerful tool to lead, monitor and extend communication
in English class.
The appropriate questions is a skill of effective
teaching technique which associates with a good planning,
high cognitive thinking and creating cognitive progress in
class.

4. 1.2 Statement of problems
Students tend to be quiet when teacher use question to elicit
information to support the topic/subject. Particularly, English
responds. Some students are hard to express ideas among
classmates because they thought their ideas or their responses
are not good enough for supporting the topic.
They sometimes stutter and omit to orientate their thinking.
The embarrassment, defacement, sniggering, and less assertive
are the factors which bring them down to respond and
collaborate with teacher.
They need more time to concentrate what they have to get
involved in activities when they are alertly asked questions,
clarified questions from teacher. They also need to prepare
their brain to think of answers because the prior knowledge of
them is limited.

5. 1.3 The purpose of the study
 Find out what kind of questions is appropriate to use during
the English class
 Find out the problems teachers and students faced when the
questions are asked by the teacher
 Find out the cause problems can be solved.
1.4 The research questions
1. What problems students faced when teacher asked
questions?
2. What are the causes of problem students faced when teacher
asked questions?
3. How these problems can be solved?

6. 1.5 Limitation of the research
This research is conducted at Ethnic Upper Secondary School; the
aims are to ask students who are learning in this school and asked teachers
who are teach English. it focus on students, the cause of problem in
answering questions and how the problem could be minimized/solved
problems.
1.6 The significance of the research
The result of this research will be help for improving the way of
asking and answering questions. Teachers and students will be able to
revise the problems that they may face in the future. Therefore, they
would be able to protect or find the better ways to solve problems. In
addition, this will also help teachers understand how to use appropriate
questions to ask students so that they will be able to teach more
effectively and help students learn better.

7. Chapter II Literature Review
2. 1 The meaning of learning and teaching English
2. 2 Principles of learning – teaching English
2.3 Two Theories of Learning and Teaching
2.4 Asking questions and eliciting
There are six types of questions
Get Students’ attention
Make Students think
Make Students active
Use Ss’ background knowledge
Let T see what Students already know
2. 5 Using Effective Questions
2. 6 The questions and its advantages and disadvantages.

8. Chapter III Methodology
1. Research setting:
conducted at General Ethnic Upper Secondary School,
Phonxay Village, Pakse District
2. Research participants:
This study focused on English teacher who teach year 5 and
students at year 5 as our research participants.
6 English teachers in which 4 females.
50 students in which 24 females
3. Tools / techniques:
1 open and 17 closed questions are designed for students
6 questions (with 2 semi-closed questions) and 4 full
opened ended questions are designed to ask teachers

9. 4. Data collection process:
Designed questionnaire
Ask for permission letter from the university to propose General
Ethnic Upper Secondary School
Contribute questionnaire to target group and collected after.
5. Data analysis:
Look for same opinion
Code
Analyze by description for open questions and simple percentage
for closed questions
F
P = ———— 100%
N
P =The percentage.
F = The frequency of participant.
N = The number of participant.

10. Chapter IV Result and Interpretation
The type of questions were asked students in class
No The type of
questions
Participants Percentag
e
1 Yes/No question 16 32
2 WH - question 12 24
3 “Or” Questions 2 4
4 Open-ended question
by using a complete
sentence
9 18
5 Elicit a long answer
by giving a prompt
7 14
6 Display question
(Known-information
question)
4 8

11. The causes of problems students have when teacher
asking questions
No The causes of
problems
Participants Percentage
1 Have no idea what to
respond
13 26
2 Do not understand the
questions
8 16
3 Being afraid of the
defacement/mimic
28 56
4 Be scared of complaining
from teacher
1 2
Total 50 100

12. The way students did when teacher asking questions
No The way students did Participants Percentage
1 Keep quiet 4 8
2 Ask your partner to help
before answering questions
10 20
3 Ask teacher to repeat the
question again
4 8
4 Act as spending time to think
about the answer
20 40
5 Standard up and answer
questions immediately
12 24
Total 50 100

13. The way dealing with being mimicked
No The way dealing with
being mimicked
Participants Percentage
1 Do not care and wait for
teacher’s explanation or
correct the answer
45 90
2 Stop talking and ask friend
to support the
ideas/response
5 10
3 Get angry and do not
willing to participate in the
activities
0 0
Total 50 100

14. Information related to teaching and asking questions
o Teachers ask questions to know what students have known and they have
not known.
o Teacher asked to questions to measure students how they understand the
point of the lesson.
o Teachers asked students questions to encourage them think, brainstorm
on topic and make students participate in learning.
Types of questions teacher used to ask students
No Types of questions teacher
used to ask students
Participants Percentage
1 Short answer question 3 50
2 Long answer 3 50
Total 50 100

15. Technique to motivate responses from students
Admiration clapping hands,
Providing the extra score, and
Giving them prizes, pencil, candy, etc.

16. Chapter V conclusion and Recommendation
5.2 Recommendation
o As the result above mention, we would like to
provide some suggestions as follow:
o Teacher is needed to create as easier questions
when ask students.
o Before asking questions, teacher should ask
questions to be right with topic and try to go on
track.
o Students pay more attentions when they answer
the questions, they have to try answer as
possible.
o Students have to take their time and practice
English as much as possible.

17. Thank you for your attention