Dialogue and Interaction: Characteristics of classroom questioning by university teachers and their influencing factors

Abstract

Classroom questioning is an integral component of effective teaching. While existing research has predominantly focused on the K-12 education sector, this practice has received considerably less attention in the context of university teaching. This study investigates the characteristics of classroom questioning and the factors influencing it by conducting observations and interviews with nine university teachers at a Chinese university. The findings reveal that the majority of questions posed by teachers are factual and academic in nature. The questioning approach typically follows a logical progression of knowledge, with students being randomly selected, and is delivered in an emotionally neutral tone. In terms of student responses, there is a notable lack of interaction, with factual answers being the most common and direct feedback serving as the primary form of response. The study identifies three key factors influencing effective classroom questioning: school management, student characteristics, and teacher practices. To optimize teaching effectiveness, this study recommends that universities provide systematic and scientifically grounded training for teachers, encourage the use of targeted questioning strategies, and enhance teachers’ ability to reflect on their instructional practices.

Document Type: Original article

Cited as:

Guan, Z., Feng, S., & Wang, C. (2025). Dialogue and interaction: Characteristics of classroom questioning by university teachers and their influencing factors. Education and Lifelong Development Research, 2(1): 23-29. https://doi.org/10.46690/elder.2025.01.03

References

Alhayyan, A. (2023).Teacher questioning: Examining question types, depths, and factors influencing what teachers ask. Indiana University.

Bulletin of the Ministry of Education of the People's Republic of China. (2019, Ocotber). Opinions of the Ministry of Education on deepening the reform of undergraduate education and teaching and comprehensively improving the quality of talent training. (in Chinese)

China Higher Education. (2012, March). Several opinions of the Ministry of Education on comprehensively improving the quality of higher education. (in Chinese)

Davoudi, M., & Sadeghi, N. A. (2015). A systematic review of research on questioning as a high - level cognitive strategy. English Language Teaching, 8(10), 76-90.

Dong, X. Y. (1992). Reascending the tower of Babylon: Bakhtin and the theory of dialogue.Shanghai: Sanlian Bookstore Publishing House. (in Chinese)

Dos, B., Bay, E., Aslansoy, C., Tiryaki, B., Cetin, N., & Duman, C. (2016). An analysis of teachers' questioning strategies. Educational research and reviews, 11(22), 2065-2078.

Feng, S. L. (2011). A study on effective classroom questioning by university teachers based on Dialogue theory. Beijing University of Technology. (in Chinese)

Ghafar, Z. N., & Hazaymeh, O. (2024). The effective questioning in the classroom: An overview of the techniques used by instructors. International Journal of Childhood Education, 5(2), 1-14.

Guan, S. H., Feng, S. L. (2017). Dialogue research university effective classroom questioning to. Jiangsu:Jiangsu Higher Education, (02): 73-75. (in Chinese)

Guo, H. (2002). Study on the sociality of education. Beijing: Educational Science Press. (in Chinese)

Hou, L. N. (2009). Analysis of teachers' effective questioning teaching behavior and research on training strategies. Liaoning, DL: Liaoning Normal University. (in Chinese)

Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.

Jiang, Y., & Li, M. (2023). Development and challenges of active learning in Japanese universities. Fudan Education Forum, (6), 121-128. (in Chinese)

Li, L., & Zhu, Z. Y. (2021). Amiable authority: A case study of teacher - student interaction in an undergraduate classroom. Journal of Educational Academics, (4), 11-20, 111. (in Chinese)

Li, Y. P. (2023). College Chinese classroom teaching strategies from the perspective of interactive ritual chain theory. Language and Translation, (2), 70-74. (in Chinese)

Li, S., Wu, Y. Q. (2012). Effective dialogue teaching. Fujian, FZ: Fujian Education Press. (in Chinese)

Long, H. (2017). Teachers' classroom questioning and learners' critical thinking ability development -- A case study of college English teachers. Guangdong, GZ: Exploration of Higher Education, (S1): 102-103+138. (in Chinese)

Lu, J. (2010). An observation on speech behavior of national quality course teachers in classroom teaching. Chongqing: Southwest University. (in Chinese)

Lu, Z. K. (2005). The effectiveness of teachers' classroom questioning and its evaluation methods. Liaoning,SY: Higher Agricultural Education, (8): 69-72. (in Chinese)

Ma, Y., Liu, Y. B. (2013).Research on English classroom discourse in China: A review and prospect. Shanghai: Foreign Language Learning Theory and Practice, (02): 42-47. (in Chinese)

People' s Daily. (2025, January). The central committee of the Communist Party of China and the State Council issue Outline of the Plan for Building a Strong Education Country (2024-2035). (in Chinese)

Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & Sundaram, M. A. R. (2020). Questioning techniques and teachers' role in the classroom. Shanlax International Journal of Education, 8(4), 45-49.

Shen, X. B, Yuan, Y. Q. (2013). Factors influencing classroom questioning effectiveness of primary school teachers and their strategies.Beijing: Curriculum, Materials and Teaching Methods, 33(8), 36-41. (in Chinese)

Shi, L. F., Cui, Y. R. (2009). Pedagogical theory: Principles, strategies and research of classroom teaching.Shanghai: East China Normal University Press. (in Chinese)

Wangru, C. (2016). The research on strategies of college English teachers' classroom questioning. International Education Studies, 9(8), 144-158. 

Wells, G., & Arauz, R. M. (2006). Dialogue in the classroom. The journal of the learning sciences, 15(3), 379-428.

Xu, G. H., Zhao, G. Q. (1997). On the quality of modern teachers and the reform of higher normal education. Henan, ZMD: Journal of Tianzhong, (2):86-89. (in Chinese) 

Yan, Y., Li, X. Y., & Li, F. H. (2024). Teacher vs. tool in Confucius' eyes: Tertiary teaching beyond technology. Modern University Education, (6), 18-27. (in Chinese)

Yang, H. H. (2009). Exploring the principles, influencing factors and ways of effective classroom questioning from the perspective of psychology. Guangxi: Guangxi Education, (11): 118-120. (in Chinese)

Yu, G. W., Cao, Y. M. (2019). An empirical study on teachers' questioning in middle school mathematics classroom of "China, Australia, France, Finland". Tianjin: Journal of Mathematics Education, 28 (02): 56-63. (in Chinese)