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

Abstract

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. prequestioning, and a comparison of teacher- generated questions and student-generated questions was made. It has been argued in the literature that prequestioning has a positive effect on reading comprehension and questioning.by students increases the effect. This study aimed to find out whether teacher-generated or student-generated questioning was more beneficial for EFL learners. First of all, the theory, research, and methods on prereading activities were examined in the literature, and prequestioning was chosen as one of the most effective ways to improve reading comprehension. Then, the effects of two prequestioning treatments were studied; teacher- generated and student-generated questions were administered to two experimental groups while no treatment was. given to a control group. A total of 42 students at Bilkent University (Ankara, Turkey) participated in the study. The results of the three groups were compared using a One-Way Anova. The results were inconclusive. Although there was no significant difference between the groups, there was a difference in means between the groups in thedirection expected, indicating that student-generated questioning seemed to improve comprehension more than teacher-generated questioning and more than no questioning. Further research with a larger number of subjects is recommended.