Implementing A Questioning Strategy in Teaching Reading Texts in EFL Classes: A Qualitative Study

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Detalles Bibliográficos
Publicado en:	The Qualitative Report vol. 30, no. 8 (Aug 2025), p. 4106-4129
Autor principal:	Alzahrani, Mohammed A
Publicado:	The Qualitative Report
Materias:	Organization for Economic Cooperation & Development Saudi Arabia Reading comprehension Teaching methods English teachers Reading preferences Student participation Secondary schools Foreign language learning Second language reading Qualitative research Teaching Books Second language reading instruction English language English as a second language Classrooms Teachers Second language teachers Native languages Educational materials Second language learning Language attitudes Information retrieval Comprehension English as a second language instruction Classroom observation Foreign languages Curricula Extraction Competence Reading Attitudes Literature Reviews Educational Research Prior Learning Cognitive Processes Language Teachers Academic Achievement International Assessment Interviews Cooperative Learning Learner Engagement Educational Strategies Reading Skills Inferences English (Second Language) Native Language Instructional Materials Classroom Observation Techniques Classroom Communication Reading Ability Educational Facilities Improvement Reading Improvement
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Descripción
Resumen:	Developed by Beck and McKeown in the 1980s, Questioning the Author (QtA) emphasises active engagement with texts to construct meaning rather than passive information extraction. Despite numerous studies attempting to solve challenges in the English as a Foreign Language (EFL) context, there is a lack of interpretive studies that investigate this issue from the actual field. This exploratory study investigated how EFL teachers' implementation of QtA and their perspectives toward the use of the QtA strategy in teaching reading comprehension in Saudi secondary schools through nine interviews and eighteen classroom observations, analysed thematically. Findings showed that effective QtA use requires lengthy, relevant passages to facilitate critical analysis, but Saudi curricula primarily offer short, culturally disconnected texts, reducing student engagement. Despite this, teachers viewed QtA positively, noting it improved reading attitudes and classroom language practice, though its effectiveness varied by proficiency level. The study highlights the need for better-aligned instructional materials while affirming the potential of QtA in EFL instruction.
ISSN:	1052-0147 2160-3715
DOI:	10.46743/2160-3715/2025.7692
Fuente:	Sociology Database