ISBN 978-602-5881-58-9

INTERNATIONAL CONFERENCE ON LANGUAGE,

EDUCATION & SOCIAL SCIENCES

PROCEEDINGS

“Advancing ELT Quality through Asia & Indonesia TESOL”

Swiss-Belinn Kristal Hotel, Kupang

07th December, 2019

Satya Wacana University Press

2019

i
 INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION & SOCIAL
SCIENCES

PROCEEDINGS
“Advancing ELT Quality through Asia & Indonesia TESOL”
Swiss-Belinn Kristal Hotel, Kupang
07th December, 2019

Editor
Santri E. P. Djahimo

Reviewer
Prof. Dr. Fransiskus Bustan, M.Lib.
Prof. Jos Bire, MA, MEd., Ph.D.
Dr. Drs. Agustinus Semiun, MA
Prof. Dr. Jimmy Pello, SH, MS
Santri E. P. Djahimo, S.Pd., M.App.Ling., Ph.D., Post Grad.Dip.(RMS)

Steering Committee
Prof. Drs. Mangadas Lumban Gaol, M.Si., Ph.D.
Prof. Dr. Jimmy Pello, SH, MS
Dr. Drs. Agustinus Semiun, MA
Prof. Dr. Fransiskus Bustan, M.Lib.
Prof. Jos Bire, MA, MEd., Ph.D.
Dr. Clemens Kolo, MAT
Drs. John W. Haan, MA, Ph.D.

Organizing Committee
Chairperson : Santri E. P. Djahimo
Secretary : Linda I. Rupidara
Treasurer / Consumption : Maria Gracea C. Astrid
Paper : Linda I. Rupidara
Selfiana P. Mbadi
Program : Dewi I. N. Bili Bora
Leni A. Suek
Sponsorship : Adi Putra I. Lede
Yola Zina
Accommodation, Logistics, and : Ragil Afriansah
Transportation Rizky J. Ully
Publication and Documentation : Tri M. Malay
Hermon E. Henuk

Cover Design : Tri M. Malay

Layout : Maria Gracea C. Astrid

© 2019
ISBN : 978-602-5881-58-9

All right reversed. Save exception stated by the law, no part of this publication may be reproduced, stored in a retrieval system of any
nature, or transmitted in any form by any mean electronic, mechanical, photocopying, recording or otherwhise, included a complete or
partial transcription, without the prior written permission of the author, application for which should be addressed to author.

Satya Wacana University Press

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Jl. Diponegoro 52 – 60 Salatiga
Telp. (0298) 321212 Ext. 1229, Fax. (0298) 311995
Email: satyawacanapress@adm.uksw.edu

ii
 FOREWORD
Nowadays, many people are interested in finding ways to explore their knowledge in all fields of
study, the interest that used to be owned only by researchers, experts as well as authors. This has
been viewed as a great advance in the body of knowledge itself. Both practitioners and experts walk
hand in hand in trying to develop the content knowledge by identifying new information and
problems as well as solutions to deal with. This has been shown by a great number of research in
many areas.

Post-Graduate and Under-Graduate Programs of English Department of Nusa Cendana University

have also taken part in the advancement of knowledge through various activities, and this
International Conference On Language, Education & Social Sciences (ICLESS) 2019 is one of
them.

This conference addresses the theme of “Advancing ELT Quality through Asia & Indonesia TESOL”
to look at in a big frame. This theme reflects several issues relate to not only English Language
Teaching and Learning in Asia in general, and in Indonesia in particular, but also other disciplines
as covered in the conference name, to include the wide range of expertise, such as, Education,
Linguistics, and Social Sciences.

It is believed that many great ideas, thoughts, and research findings will be interestingly revealed in
this academic forum. Considering this fact, the committees have decided to publish all submitted
articles to help readers to enthusiastically engage in the articles (i.e., read, comment on, and share with
others). This proceeding is produced as the outcome of this conference. It is highly expected that this
publication can be a useful source of information for those who are seeking for related references.

Finally, on behalf of the organizing committee, I would like to thank all the presenters and writers
for their contribution in sharing their expertise and experience in this valuable academic occasion.
My sincere gratitude also goes to all participants who have decided to participate and make this
conference such a huge success, as well as to Rector of Satya Wacana Christian University, Salatiga
and staff who have helped the committee in publishing the conference proceedings.

Let me wish you a very fruitful conference. Hope you can find it useful and stimulating.

Kupang, December 2019

Chairman

Santri E. P. Djahimo

iii
 TABLE OF CONTENTS

FOREWORD …………………………………………………………………………………. iii

TABLE OF CONTENTS …………………………………………………………………….. iv

ENGLISH LANGUAGE TEACHING:

TEACHER PROFESSION EDUCATION CALLED “PPG”:A CRITICAL LOOK AT
HOW IT GOES WITH THE ISSUES OF SLTE BY JACK C. RICHARDS …………….. 2
Agustinus Semiun, Dewi I. N. Bili Bora, Santri E. P. Djahimo

MNEMONICS KEYWORD METHOD FOR PROMOTING FOREIGN LANGUAGE

LEARNING …………………………………………………………………………………… 11
Alfred Boby Tangkonda

AN ANALYSIS OF TEACHER’S TALK IN GRADE EIGHT OF ENGLISH CLASS IN

SMPN 1 INSANA UTARA …………………………………………………………………… 19
Yakobus, Josua Bire, Clemens Kolo

USING MOVIE TO TEACH VOCABULARY …………………………………………….. 29

Heidy Wulandari

THE EFFECT OF ENGLISH DAY POLICY ON THE LANGUAGE ACQUISITION OF

PUBLIC SERVANT IN EAST NUSA TENGGARA PROVINCE ……………………. 42
Maria Gracea C. Astrid, Jos Bire, Santri E. P. Djahimo

THE STUDY OF WRITTEN ENGLISH ERRORS MADE BY UNDERGRADUATE

MANAGEMENT STUDENTS IN INDONESIA: A CASE STUDY ………………………. 49
Salmon Pandarangga

AN ANALYSIS OF FIGURATIVE EXPRESSIONS AND THEIR MEANINGS IN THE

BOOK OF PSALM IN THE BIBLE OF THE NEW KING JAMES VERSION ………… 60
Melkysedes Bali Ate

THE MASTERY OF COMBINING ENGLISH CLAUSES USING COORDINATE

CONJUNCTIONS OF THE FIFTH SEMESTER STUDENTS OF ENGLISH
DEPARTMENT OF FACULTY OF TEACHER TRAININGAND EDUCATIONAL
SCIENCES OF NUSA CENDANA UNIVERSITY ………………………………………… 72
Decky Petersson Fangidae

AN ANALYSIS OF PLEONASM IN ENGLISH SONG LYRICS ON THE BILLBOARD

CHART (HOT 100) AUGUST 22nd 2015 …………………………………… 80
Sari Mutia Ariani

A STUDY ON THE USE OF MIND MAPPING TECHNIQUE TO IMPROVE READING

COMPREHENSION ABILITY OF THE ELEVENTH GRADE STUDENTS OF SMAN
1 KUPANG ……………………………………………………………………….. 87
Rati Benu

iv
MONITOR HYPOTHESIS USED IN SPEAKING AS AN EXPERIENCE BY THE
SECOND SEMESTER STUDENTS OF ENGLISH STUDY PROGRAM OF ARTHA
WACANA CHRISTIAN UNIVERSITY ……………………………………………………. 96
Destrina S Bekaliki

THE USE OF QUESTION STRATEGIES IN EFL CLASSROOMS …………………….. 104

Thresia Trivict Semiun

STRATEGIES APPLIED BY ENGLISH TEACHERS IN GETTING SECOND GRADE

STUDENTS TO DO HOMEWORK AT SMA KRISTEN 1 KUPANG …………………... 112
Erci Heldiyatna Liku

AN INVESTIGATION ON STUDENTS’ PERCEPTIONS ON SHORT DRAMA VIDEO

PROJECT IN DRAMA CLASS ……………………………………………………. 119
Erny Selfina Nggala Hambandima

A STUDY ON THE READING COMPREHENSION ABILITY OF THE ELEVENTH

GRADE STUDENTS OF SMAN 7 KUPANG ……………………………………………… 129
Inosensia Tefa

AN ANALYSIS OF THE DISCOURSES USED IN 2013 ENGLISH CURRICULUM

TEXTBOOKS FOR GRADE 10 LANGUAGE PROGRAM STUDENTS …….................. 135
Luciana Eka Dwi Setiani

CONTEXTUAL METHOD OF TEACHING ENGLISHAS A FOREIGN LANGUAGE

TO DEVELOP A COMMUNICATIVE ABILITYOF STUDENTS AT JUNIOR HIGH
SCHOOL LEVEL IN NON NATIVE ENGLISH SPEAKING AREAS ………………….. 147
Adelina Aparício

THE ABILITY OF MASTERING ENGLISH PASSIVE VOICE (SIMPLE PRESENT,

SIMPLE, PAST AND SIMPLE FUTURE TENSE) BY THE GRADE 12 STUDENTS OF
ESCOLA SECUNDÁRIA PÚBLICA NOBEL DA PAZ DILI TIMOR-LESTE IN THE
SCHOOL YEAR 2019 ………………………………………………………………….. 155
Atanasio A. Gusmão Freitas Belo, Adolzina Diana Gusmão, Adelaide da Costa Lay,
Augusta

NEEDS ANALYSIS IN ENGLISH LANGUAGE TEACHING; IS IT IMPORTANT? … 163

Eltina Agustina Maromon

WHAT CHILDREN ARE SAYING ABOUT ENGLISH:ENGLISH FOR CHILDREN IN

INDONESIAN CONTEXT ……………………………………………………………….. 167
Ratna Rintaningrum

LINGUISTICS AND CULTURE:

THE LANGUAGE OF SPACE; A STUDY ON SPATIAL CONCEPTS IN SOLOR –
LAMAHOLOT ………………………………………………………………………………... 179
Yosep B Kroon

v
 THE USE OF QUESTION STRATEGIES IN EFL CLASSROOMS
Thresia Trivict Semiun
Timor University

ABSTRACT
This study aimed at describing types and purposes of questions addressed by the EFL
teacher. It was a case study of descriptive qualitative design by observing a Public Senior
High School EFL teacher in Kota Kupang. The classroom observation and audio-recording
were conducted to gain various questions addressed by the teacher during teaching and
learning process. Then, interview was conducted to seek the answers related to the purposes
of questions. The data was analyzed based on types of teacher’s questions proposed by
Gebhard (2000). The data analysis revealed certain results. First, the types of question
respectively were display questions, referential question, comprehension check, and
confirmation questions. Second, the purposes of the addressed questions were: (1) to find out
if the students understood about the material being taught, (2) to give feedback, (3) to
measure students’ ability based on the indicators prepared on the lesson plans, and (4) to get
certain information. This study had shown that questions were important to create
meaningful classroom learning, therefore EFL teachers in general should know questions and
apply it as a teaching strategy in the classroom.

Keywords: Question Strategies, EFL Classrooms

INTRODUCTION
Questions are frequently asked by teachers from the start of the lesson until the end of the
lesson. It plays an important role in teaching and learning process since it invites students to
think and engage the students in active learning. The questions are also used by the teachers
as a part of learning assessment to determine how they organize and present the new learning.
Thus, questions have become strategies in EFL learning process since it can engage students
in interaction (Lightbown and Spada, 2013).

Many researchers have conducted research on EFL teachers’ questions from various aspects.
Few of them are Fitriati et al. (2017) who examined the importance of EFL teachers’
questioning strategies in an EFL classroom. The result revealed that question strategies were
crucial to engage students in the classroom interaction, to enhance students’ verbal responses,
and to lead to the comprehension of the lesson. Anisah, et al. (2019) analyzed the types of
EFL teachers’ questioning strategies to scaffold students’ learning in reading. Through
classrooms observation, teachers’ interviews, and document analysis the data were taken. The
obtained data showed that the teachers used all questioning strategies. Hence, the students’
reading comprehension would increase with the scaffold from the teachers.

The research has shown that questions are useful and necessary within different EFL
classroom situation. They help EFL teachers to engage students with the learning, to move
students from simple responses, to think more actively in lessons and learn from the answers
given by other students. Therefore, questions play an important role because students will
have the opportunity to participate if they are asked a question by the teacher (Ellis, 1994).
When the teacher enters the classroom, she becomes the person who has authority to control
or manage the class. All of her action in the classroom mostly has been prepared. Before
teaching, the teacher has to write a lesson plan to lead when teaching in the classroom. A
lesson plan is a description or outline of the objectives a teacher set for a lesson. It includes

International Conference on Language, Education and Social Sciences (ICLESS 2019) 105
the materials, resources, activities and procedures that will be used by the teacher to achieve
the objectives. All activities in the classroom must be appropriate to the lesson plan.

A lesson plan includes learning activity. Learning activity consists of three steps. They are
pre-activity, main activity and post activity. In pre-activity, teacher gives questions that have
function to lead the students to enter new material. For example, if the material is about
asking or giving an opinion, the teacher uses probing questions like Have you ever expressed
your opinion? In what situation did you express your opinion? Here, we can see that
questions have function to guide the students, so they can guess what kind of material that
they are going to learn today. Not only that but also those questions are as a medium to
stimulate the students to think. In the classroom, there are some questions that are usually
given by the teacher before she begins to teach. The questions are Who is absent today? Have
you finished your homework.? These questions of course do not have function to guide the
students or to know if the students understand about the material or not. The teacher simply
needs certain information.

From the discussion above, the writer concludes that questions given by the teacher in the
classroom are very important for the success of the students because those questions have
their function or purpose. Not only that, but questions become a strategy that is chosen by the
teachers to help them in teaching and learning process. That was why the writer conducted
this study entitled The Use of Question Strategies in EFL Classrooms. This study was
aiming at answering the following questions: 1) What types of questions strategy did the EFL
teacher address to students? 2) What are the teacher’s reasons of addressing questions to the
students?

METHOD
This research was a case study of an EFL teacher in Kota Kupang. It applied three kinds of
data collection i.e. classroom observation, classroom audio-recording, and interview. There
were four class meetings observed by the researcher. Within the classroom, the observation
sheet was filled and audio was recorded. After conducting the classroom observation and
classroom audio-recording, interview with the EFL teacher was done.

The data later was analyzed descriptively based on the purposes of teacher’s questions by
Gebhard (2000:71). There were five types of questions i.e. display question, referential
question, comprehension check, confirmation question and clarification check. The data were
analyzed based on the definition of each question. First, display question is a question in
which the teacher already knows the answer and wants the student to display knowledge,
such as “What color is your shirt?” Second, referential question is a question in which the
teacher does not know the answer, such as “What is your favorite color?” Third,
comprehension check is a question to find out if a student understands, such as Do you
understand?” Fourth, confirmation question is a question to verify what was said, such as
“You said you got up at 6:00?” Last, clarification check is a question to further define or
clarify, such as “Did you say you got up at 6:00 or 7:00?” Meanwhile, the result of interview
was analyzed by employing descriptive analysis.

DISCUSSION
This section will be started by describing the findings of the first research question: What are
types of teacher’ question used in an EFL classroom? The findings show that the teacher in
this study used mostly four types of questions out of five proposed by Gebhard (2007). Those

International Conference on Language, Education and Social Sciences (ICLESS 2019) 106
are display, referential, comprehension check, and confirmation. There was no question that
could be classified as clarification check.

The four types of question that were used by the teacher in this study will be illustrated with
some extracts as follows:

1) Display
Display question is a question in which the teacher already knows the answer and wants the
student to display knowledge. The following are examples of display question used by the
teacher.

Example 1:
If you ask for someone’s opinion what did you say? If you want to ask someone’s opinion
what did you say? If you give your opinion what did you say?

The teacher already knew that to express opinions we can use: What do you think? or What’s
your opinion? She just wanted the students to express their ideas by giving the answers.

Example 2:
How do you spell “retired”?

It is a display question because the question could show students’ ability in vocabulary.
During observation, it was revealed that the teacher would ask questions related to how to
spell, or how to write certain English words.

Example 3:
What is your response?

Before asking this question, the teacher first asked the students Do you think your class is
clean? However, the students did not answer her so, she asked What is your response? It is a
display question because the teacher wanted the students to show their opinion about their
class.

Example 4:
How do you feel when your desires have been fulfilled?

The teacher already knew that people would be happy or satisfied when their desires had
been fulfilled. Here, the teacher only wanted the students to think about the answer because
the answer would take them into the material. The question was a probing question for new
topic i.e. expression satisfaction and dissatisfaction.

Example 5:
What did you say?

The teacher asked this question after she asked the students a probing question. The probing
question was “Have you ever given your opinion to someone?” The students answered “Yes”.
It means that the teacher wanted the students to remember and think what the student said
when they gave opinion.

International Conference on Language, Education and Social Sciences (ICLESS 2019) 107
From the whole data, it appeared that display question was mostly asked by the teacher. At
the first observation, there were thirteen display questions. Through the second observation,
there were ten display questions. By the third observation, there were eleven display
questions. And, the last observation, there were ten display questions.

2) Referential
Referential question is a question in which the teacher does not know the answer. The
following are examples of referential question used by the teacher.

Example 1:
Who is absent today?

The teacher asked those questions because she wanted t get information about the students
who did not come to the school.

Example 2:
Where is john?

The teacher asked this question to find out where John was sitting.

Example 3:
Who can give another example? Who wants to write another example?

The teacher wanted to know if there was another student who could answer the question or
wrote the answer on the white board.

Example 4:
Finish? Do you finish?

The teacher did not know if the students already finished completing the blanks so she asked
those questions.

Example 5:
How about your holiday, are you happy? Are you satisfied with your holiday?

Those were probing questions and the teacher wanted to know the answer because on that
day, the teaching and learning process began after ten days holiday.

From the whole data, it appeared that referential question was the second highest question
asked by the teacher. At the first observation, there were three referential questions. At the
second observation, there were eight referential questions. At the third observation, there
were five referential questions. And, at the last observation, there were six referential
questions

3) Comprehension Check
Comprehension check is a question to find out if a student understands. The following are
examples of comprehension check used by the teacher.

Example 1:
Do you get the point? Clear? Any question about asking for and giving an opinion?

International Conference on Language, Education and Social Sciences (ICLESS 2019) 108
The teacher wanted to check if the students understood about the material that had been given
by her, because if the students did not understand the teacher would explain again, or she
would give opportunities for the students to ask about the material that they did not
understand.

Example 2:
Do you understand? Do you have any questions about asking for and giving opinions?

The teacher asked those questions to know whether the students understood about the
material or not if they had questions they could ask the teacher to give more explanation
about the material.

Example 3:
Do you understand about material today? Do you have question?

The teacher wanted to know if the students understood about the material. That was way
those questions were comprehension checks.

From the whole data, it appeared that comprehension check was the third highest question
asked by the teacher. At the first observation, there were three comprehension checks. At the
second observation, there were two comprehension checks. At the third observation, there
was one comprehension check. And, at the last observation, there were two comprehension
checks.

4) Confirmation
Confirmation question is a question to verify what was said. The following are examples of
confirmation used by the teacher.

Example 1:
Is it true or not?

It was a clarification check because the teacher wanted the students to clarify or to check their
friends’ answers.

Example 2:
Is it satisfaction or dissatisfaction?

The teacher wanted the students to clarify a sentence written on the blackboard, whether it
was an expression of satisfaction or not.

From the whole data, it appeared that confirmation was the fourth highest question asked by
the teacher. At the first observation, there was one confirmation question. By the second
observation, there were two confirmation questions. At the third observation, there were three
confirmation questions. And, at the last observation, there were two confirmation questions.

The interview findings indicated that while teaching, the teacher used bilingual language. She
asserted that commonly she used more Indonesian while she taught Social class. According to
the teacher, students, who were assigned into Social class found it difficult to understand
English. It was different if she taught Science class or Language class. She will speak
English mostly because those classes were better than Social class. She added that by using

International Conference on Language, Education and Social Sciences (ICLESS 2019) 109
bilingual method all students (Social, Science, Language class) would understand more about
the materials. The interview also revealed some implicit reasons why the teacher asked
questions. According to the teacher, she gave questions to find out if the students understood
about the material that had been taught by her or not. She wanted the students to give
feedback. She wanted to know students’ ability and to measure student’s ability which was
adjusted with the indicators. Last to get certain information, for example when she asked
question “Who absent today?” She wanted to get information about the students who did not
come to school.

When the teacher asked questions, the students would be active. It happened while she taught
in Science or Language class. Meanwhile, if she taught Social class there were few students
who were active to answer her questions. In giving questions, the teacher would base on the
indicators. For example, if she taught reading skill and the indicators were to identify the
main idea in a narration text or to determine the generic structure of narration text then the
teacher would give questions like What is the main idea of paragraph one in that text? What
is the generic structure of narration text? What are generic structures of the text? She added
that indicators were used to measure the students’ ability.

When the writer asked the teacher why she asked questions or what was teacher’s reason, she
answered that she gave questions for some reasons. The reasons were: (1) to find out if the
students understood about the material that had been taught in the previous meetings, (2) the
teacher wanted the students to give feedback, (3) she wanted to know student’s ability based
on the indicators presented in her lesson plans, and (4) she wanted to get certain information.

Based on the research findings, the teacher mostly used display question. The total of display
question was forty four questions. Second, the teacher used referential question. The total of
referential question was twenty two questions. Third were comprehension check and
confirmation questions. The total of these questions for each was eight questions. The last
was clarification check. The teacher did not use this type of question.

The total of question can be clearly seen on figure 1. As the information, the teacher used
both English and Indonesian to ask questions. However, this research only focused on
English questions posed by the teacher.

Figure 1. Types of Teacher’s Questions

15
Display
10 Referential

Comprehension
5
Confirmation

0 Clarification
1st Obs 2nd Obs 3rd Obs 4th Obs

International Conference on Language, Education and Social Sciences (ICLESS 2019) 110
This study indicated that the teacher mostly used display questions. The result was in line
with Vebryanto (2015). The teacher would prefer display questions rather than referential
questions. It seems that this preference of using this type of questions results from the fact
that the students’ level has not reached a certain proficiency level. It is supported by the
finding of interview, when the teacher said that she would use Indonesian and English to ask
questions because she considered students’ language proficiency level. The finding of this
study was in line with Zohrabi, et al. (2014) who revealed that questions asked by the
teachers would be different based on students’ language proficiency level. Moreover, display
questions are important because these questions are designed to elicit learner’s prior
knowledge and to check the students’ comprehension. These questions often focus on the
form or meaning of language structures and items, and the teacher already know the answer.
For instance, How do you spell “retired”? showed language structures meanwhile How do
you feel when your desires have been fulfilled? was used to elicit students’ prior knowledge.
By asking more display questions, the teacher provides students with grammatical and
vocabulary knowledge Zohrabi, et al. (2014).

Meanwhile, in the interview the teacher already gave her reasons why she asked the
questions. She had four reasons. The reasons were (1) to find out if the students understand
the material (2) the teacher wanted the students to give feedback, (3) to measure student’s
ability which was adjusted with the indicators, (4) to get information.

CONCLUSIONS
Based on the data analysis and discussion, the writer draws conclusions as the following.
First, the types of question addressed by the teacher were display, referential, comprehension
check, and confirmation questions. It is interesting that the teacher did not use clarification
check. This could indicate that the teacher did not know whether her students understood her
during the classroom learning. Second, there are reasons why she asked questions. The
reasons are: (1) to find out if the students understood about the material that had been taught
in the previous meetings, (2) the teacher wanted the students to give feedback, (3) she wanted
to know student’s ability based on the indicators presented in her lesson plans, and (4) she
wanted to get information. The first reason could be related to comprehension check, the third
reason could be related to display question, and the last reason to referential question. These
reasons were suitable with three types of teacher questions.

Based on the conclusions, the teacher therefore are suggested to know well types of questions
and should use it during classroom teachings, because questions can create interaction
between the teacher and the students. By asking questions, the students would be active. They
would think to answer the questions; in that way questions stimulate the students to think.

REFERENCES
Anisah, N, Fitriati, S. W., & Rukmini, D. 2019. Teachers’questioning Strategies To Scaffold
Students’ Learning In Reading. English Education Journal, 9(1), 128-143.

Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.

Fitriati, S.W., Iswara, G. A.V., & Trisanti, N. 2017. Teachers’ Questioning Strategies To
Elicit Students’ Verbal Responses In EFL Classes At A Secondary School , Journal of
English Education,5(2), 217-226.

International Conference on Language, Education and Social Sciences (ICLESS 2019) 111
Gebhard. 2000. Teaching English as a Foreign or Second Language. The University of Michigan:
The University of Michigan Press.

Lightbown, P.M. and Spada, N. 2013. How languages are learned. Oxford: Oxford University Press.
Vebryanto, D., A. 2015. Teacher’s Questions in EFL Classroom Interaction. Journal Vision,
4(2), 279-303.

Zohrabi, M., Notash, M. Y., & Khiabani, S. Y. 2014. Teachers’ Use of Display vs. referential
Questions across Different Proficiency Levels. International Journal of Applied Linguistics
& English Literature, 3(2), 96-100.

International Conference on Language, Education and Social Sciences (ICLESS 2019) 112