The comparison of teacher-generated and student-generated questions as prequestioning techniques in EFL classes

Abstract

The goal of this study was to determine the benefits of prereading activities in reading comprehension performance. In this study the focus was on, pi’oquestioning, and a comparison of teacher- genei*ated questions and student-genei*ated questions was raade. It has been argued in the literature that pi'equestioning has a positive effect on reading comprehension and questioning by students increases tfie effect. This study aimed to find out whether teacher-gexierated or student-generated questioning was moi*e beneficial for EFL learners. First of all, the theory, research, and methods on pi*ereading activities were examined in the literature, and prequestioning was chosen as one of tile most effective ways to improve reading compi‘ehension. Tlien, the effects of two prequestioning treatments were studied; teachergenerated and student-generated questions were administered to two experimental groups while no treatment was given to a contx*ol group. A total of 42 students at Bilkent University (Ankara, Turkey) participated in the study. Tlie i*esults of the three gi‘Oups were compared using a One-Way Anova. The results were inconclusive. Although there was no significaxit difference between the groups, there was a difference in means between the groups in the direction expected, indicating that student—generated q^uestloning seemed to improve comprehension more than teacher-generated cLuestioning and more than no questioning. Further research with a larger number of subject is recommended.