Arab World English Journal (AWEJ) Volume 13. Number3.  September 2022                                       Pp.72-88

Full Paper PDF 

An Examination of the Impact of Teachers’ Functional Questions on Students’ Oral
Production in Algerian EFL Classrooms

Ilyes Gouider
Department of English, Faculty of letters and languages
Mouloud Mammeri University of Tizi Ouzou, Algeria
Corresponding Author:

Hamid Ameziane
Department of English, Faculty of letters and languages
Mouloud Mammeri University of Tizi Ouzou, Algeria


Received: 06/02/2022                     Accepted: 08/14/2022                Published:09/24/2022

This research explores the functions of questions used by EFL teachers and the impact they have on students’ oral production. The main aim is to examine the distribution of questioning techniques and the length of language output elicited by each category. The study will fill the research gap, in the local context, regarding the effects of functional questions on the length of students’ responses. The following main question is sought to be answered: What is the epistemic category of questions that can prompt students to produce more extended language output in EFL? The study involves descriptive correlational research that makes use of a quantitative method for answering the research questions. It implements Long and Sato’s (1984) taxonomy (based on Kearsley, 1976) for the categorization of functional questions. The database of this study included 566 questions, of which 420 were epistemic and 111 were echoic in function. The data collection procedure took place at the departments of English of two academic institutions, namely: the University of El Chadli Ben Djedid-El Tarf and the University of Badji Mokhtar-Annaba. The major findings of the study revealed that despite the primacy of referential questions in eliciting learners to produce lengthier language output, evaluative questions were more frequently asked by teachers. Further research is needed to be carried out in the context of Algeria to reach more comprehensive results.
Keywords: Functional questions, Algerian EFL classrooms, language output, referential questions evaluative questions

Cite as:  Gouider, I., & Ameziane, H.  (2022). An Examination of the Impact of Teachers’ Functional Questions on Students’ Oral Production in Algerian EFL Classrooms. Arab World English Journal, 13 (3) 72-88.


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Received: 06/02/2022
Accepted: 08/14/2022 
Published: 09/24/2022 

Gouider Ilyes is a Ph.D. student at the department of English at Mouloud Mammeri University of Tizi Ouzou in Algeria. He has a Master degree in Didactics of foreign languages. His research interests include interactionist theory of language acquisition, foreign language teaching and learning, and applied linguistics. ORCID: 

Ameziane Hamid is a retired Professor who taught at the department of English at Mouloud Mammeri University of Tizi Ouzou in Algeria. He has a doctorate degree in didactics along with many published works in the field of language teaching and learning. His research interests include cognitive theory of language acquisition, didactics of foreign languages, and pedagogy in Algeria.