Exploring Questioning Practices in Blended Synchronous Learning: Facilitating Assessment Conversations through Linguistic and Cultural Perspectives in EFL Classrooms
Saved in:
| Title: | Exploring Questioning Practices in Blended Synchronous Learning: Facilitating Assessment Conversations through Linguistic and Cultural Perspectives in EFL Classrooms |
|---|---|
| Language: | English |
| Authors: | Yu Pan (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | English (Second Language), Blended Learning, Synchronous Communication, Formative Evaluation, Questioning Techniques, Student Diversity, Educational Practices, Teaching Styles, Teacher Behavior |
| DOI: | 10.1111/ejed.70432 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | This study investigates the growing body of research on formative assessment (FA) in English as a foreign language (EFL) classrooms by examining questioning practices in blended synchronous learning environment (BSLE). The rationale for the study lies in addressing the critical need to understand how questioning practices in BSLE can serve as dynamic FA strategies, especially in linguistically and culturally diverse classrooms. Drawing on Heritage's GFIP framework (Gap, Feedback, Involvement, Progress) and the ESRU model (Eliciting, Student response, Recognition, Using information), this study integrates systemic functional linguistics (SFL), Pragmatics, and critical discourse analysis to investigate the pedagogical, linguistic, and discourse features of teacher questioning. Observations of three teachers' questioning practices and critical discourse analysis bring forth new ideas into an updated GFIP and an innovative EIDFR (Eliciting, Interpreting, Diagnosing, Feedback, Reflection) cycle, a more linguistically applicable and culturally responsive model in enabling questioning as a dynamic FA strategy. Results demonstrate a Dynamic Assessment Conversation Pattern that bridges static and dynamic FA practices through assessment conversations. The study specifically addresses critical gaps in understanding how linguistic and cultural considerations influence assessment conversations, providing actionable insights into effective teaching strategies for diverse classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498009 |
| Database: | ERIC |
| Abstract: | This study investigates the growing body of research on formative assessment (FA) in English as a foreign language (EFL) classrooms by examining questioning practices in blended synchronous learning environment (BSLE). The rationale for the study lies in addressing the critical need to understand how questioning practices in BSLE can serve as dynamic FA strategies, especially in linguistically and culturally diverse classrooms. Drawing on Heritage's GFIP framework (Gap, Feedback, Involvement, Progress) and the ESRU model (Eliciting, Student response, Recognition, Using information), this study integrates systemic functional linguistics (SFL), Pragmatics, and critical discourse analysis to investigate the pedagogical, linguistic, and discourse features of teacher questioning. Observations of three teachers' questioning practices and critical discourse analysis bring forth new ideas into an updated GFIP and an innovative EIDFR (Eliciting, Interpreting, Diagnosing, Feedback, Reflection) cycle, a more linguistically applicable and culturally responsive model in enabling questioning as a dynamic FA strategy. Results demonstrate a Dynamic Assessment Conversation Pattern that bridges static and dynamic FA practices through assessment conversations. The study specifically addresses critical gaps in understanding how linguistic and cultural considerations influence assessment conversations, providing actionable insights into effective teaching strategies for diverse classrooms. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70432 |
