The Role of Teacher Questions and the Socratic Method in EFL Classrooms in Kuwait

Salwa Al-Darwish

Abstract


The present study sheds light on teaching English through two ways of questioning (Socratic & Traditional) methods in Kuwaiti elementary public schools. Data were collected through a qualitative observational method. The study engaged 15 female participants, seven of whom were newly graduate English language teachers with experience in how Socratic questioning works, while the other eight teachers had >10 years experience in teaching English as a foreign language. The study revealed that some new and experienced teachers encouraged their students to go further and explore beyond the topic of today’s lesson. However, others used the deductive approach by stating questions and expecting certain answers because they did not comprehend or had lack of time. The present study implication is that English language teachers should be provided with more training on Socratic method of questioning to facilitate students’ thinking for themselves and develop the students’ mind by encouraging their natural curiosity.


Full Text: PDF DOI: 10.5430/wje.v2n4p76

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This work is licensed under a Creative Commons Attribution 3.0 License.

 

World Journal of Education
ISSN 1925-0746(Print)   ISSN 1925-0754(Online)

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