Fergana state university philology and teaching languages

CONCLUSION
The aim of this coursework was to investigate the effect of questioning strategies in teaching English on developing the first year students speaking skills. The coursework consisted of two chapters: the first one focused on the definition, types, benefits, challenges and factors of questioning strategies in teaching English; the second one explored the theoretical framework, relationship and evaluation of speaking skills and questioning strategies.
The main findings of the coursework were as follows:
- Questioning strategies are a powerful tool for engaging students in learning, stimulating their thinking and facilitating their communication.
- Questioning strategies can be classified into different types according to their purpose, level, structure and timing.
- Questioning strategies have various benefits for both teachers and students, such as enhancing comprehension, motivation, interaction and feedback.
- Questioning strategies also pose some challenges for teachers and students, such as creating effective questions, managing classroom dynamics and responding appropriately.
- Questioning strategies are influenced by several factors, such as the teacher's role, the student's level, the topic and the context.
- Speaking skills are a complex and multidimensional construct that involve linguistic, cognitive, social and affective components.
- Speaking skills can be developed through various activities and tasks that require students to produce oral language in meaningful and authentic situations.
- Questioning strategies can have a positive impact on speaking skills development by providing students with opportunities to practice, improve and demonstrate their oral proficiency.
- Speaking skills development can be evaluated by using different methods and criteria that reflect the objectives, content and format of the speaking tasks.
The coursework concluded that questioning strategies are an effective and beneficial way of teaching English and developing speaking skills among first year students. The coursework also suggested some implications and recommendations for teachers who want to implement questioning strategies in their classrooms. Some of these recommendations are:
- Teachers should plan their questions carefully and align them with the learning objectives and outcomes of the lesson.
- Teachers should use a variety of question types and levels to cater for different students' needs and abilities.
- Teachers should balance the amount and quality of teacher questions and student questions to create a dialogic and interactive classroom environment.
- Teachers should provide clear instructions, scaffolding and feedback to support students' responses and participation.
- Teachers should design speaking tasks that are relevant, meaningful and challenging for students.
- Teachers should use multiple sources of evidence to assess students' speaking skills development and provide them with constructive feedback.
The coursework also acknowledged some limitations and directions for further research. Some of these limitations are
- The coursework was based on a literature review and did not include any empirical data or analysis.
- The coursework did not address the possible differences between questioning strategies in teaching English as a foreign language (EFL) and English as a second language (ESL).
- The coursework did not consider the possible effects of other variables, such as the teacher's personality, the student's motivation and the classroom culture.
Some possible directions for further research are;
- Conducting an experimental or quasi-experimental study to examine the causal relationship between questioning strategies and speaking skills development among first year students.
- Comparing the effectiveness of different types of questioning strategies on speaking skills development among different groups of students (e.g., EFL vs ESL, high vs low proficiency, etc.).
- Exploring the perceptions and attitudes of teachers and students towards questioning strategies in teaching English and developing speaking skills.