在小学英语教学中使用质疑技能提升学生的小组合作学习质量 (The use of questioning skills in primary English teaching improves the quality of students' group cooperative learning)
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Authors
Wang, Yan
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
China
Abstract
Context: This study was conducted in a primary school in Panshi City, China, focusing on improving the quality of group cooperative learning in sixth-grade English classes. It aimed to integrate questioning skills from the Think-Talk Toolbox (TTT) into teaching practices to foster students’ critical thinking, enhance classroom engagement, and transform the teacher's role from knowledge provider to enabler.
Aims: The study sought to address limitations in traditional English teaching methods by introducing questioning strategies to promote critical thinking. It also aimed to empower students to engage meaningfully in discussions, enhance their ability to express ideas, and improve group cooperative learning outcomes.
Methods: An action research approach was employed over a one-month period. Activities included structured group discussions with specific roles assigned to students, the use of TTT questioning techniques, and reflective practices. Classroom observations, pre-study preparation, and follow-up reflections were used to evaluate changes in students’ participation and thinking skills.
Findings: The study revealed that questioning skills facilitated more structured and meaningful group interactions. Students displayed improved participation, enhanced communication skills, and a greater ability to express critical viewpoints. Although challenges such as language barriers and uneven participation persisted, students showed progress in moving beyond rote learning to exploring and articulating more complex ideas.
Implications: This research highlights the potential of integrating questioning strategies into primary English teaching to develop critical thinking and cooperative learning skills. Teachers may learn that fostering an inclusive and dialogic classroom environment, even within short periods, can yield significant improvements in student engagement and learning outcomes.
Aims: The study sought to address limitations in traditional English teaching methods by introducing questioning strategies to promote critical thinking. It also aimed to empower students to engage meaningfully in discussions, enhance their ability to express ideas, and improve group cooperative learning outcomes.
Methods: An action research approach was employed over a one-month period. Activities included structured group discussions with specific roles assigned to students, the use of TTT questioning techniques, and reflective practices. Classroom observations, pre-study preparation, and follow-up reflections were used to evaluate changes in students’ participation and thinking skills.
Findings: The study revealed that questioning skills facilitated more structured and meaningful group interactions. Students displayed improved participation, enhanced communication skills, and a greater ability to express critical viewpoints. Although challenges such as language barriers and uneven participation persisted, students showed progress in moving beyond rote learning to exploring and articulating more complex ideas.
Implications: This research highlights the potential of integrating questioning strategies into primary English teaching to develop critical thinking and cooperative learning skills. Teachers may learn that fostering an inclusive and dialogic classroom environment, even within short periods, can yield significant improvements in student engagement and learning outcomes.
Description
Keywords (free text)
Teaching English , questioning skills , critical thinking , action research , group discussion , EFL