The Impact Of Teachers Non-Verbal Questioning Behavior On Student Participation In The Classroom

Asrori Asrori


Questioning has been becoming the subject of the study since it is regarded as one of the most important ways to maintain the classroom interaction. Several studies have been carried out on the use of questions but most of them are focused on the type of questions used by the teacher. Moreover, the teacher often neglects their non-verbal behavior when they deliver questions to the students. Hence, this study investigates the impact of teachers nonverbal questioning behavior on the students’ participation. The study was conducted with teacher and students of State University of Surabaya (UNESA). The data were the conversations between teacher and students in the Reading classroom taken through video recording and observation. The result of the study shows that teacher’s nonverbal questioning behavior affects much on the students’ participation in the classroom. Maintaining eye contact to the students while asking questions gives a good effect on keeping the students participation. Moreover, the appropriate use of other nonverbal questioning behaviors such as calling the students while asking, giving a right wait time, handling the students’ answer positively, also give positive effect on the students participation.


non-verbal questioning behavior; students’ participation


Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, New Jersey: Prentice Hall

Chaudron, C. (1988). Second Language Classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.

Davis, B.G. (1993). Tools for Teaching. San Fransisco: Jossey-Bass Publisher

Hall, G. (2011). Exploring English Language Teaching: Language in Action, London: Routledge.

Long, M, H., Sato, C. J. (1983). Classroom foreigner talk discourse: Forms and functions of teachers‟ questions. In H. W. Seliger & M. H. Long (Eds.), Classroom Oriented Research in Second Language Acquisition (pp. 3-34). Rowley, MA: Newbury House.

Nunan, D. (1989). Understanding language classrooms: A guide for teacher-initiated action. Hemel Hempstead: Prentice Hall

Nunan, D. (1991). Language Teaching Methodology. Hemel Hempstead: Prentice Hall.

Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.

Orlich, et al. (2004). Teaching Strategies: A Guide to Effective Instruction. Boston:Houghton Mifflin Company.

Richards,J.C. and Lockhart,C.(1996). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

Rymes, B. (2008). Classroom Discourse Analysis: A Tool for Critical Reflection.

Cresskill, NJ: Hampton Press. Walsh, S. (2006). Investigating Classroom Discourse. London and New York: Rutledge.



  • There are currently no refbacks.

Copyright (c) 2018 Asrori Asrori

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed By :

 width=  width=  width=   width=  width=  width=  width=


Department of English
University of Trunojoyo, Madura
Jl. Raya Telang, Kamal - Bangkalan 69162


Prosodi: Jurnal Ilmu Bahasa dan Sastra

ISSN: 1907-6665 (Print) ISSN: 2622-0474 (Online)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at