The Research on the Influence of Teacher's Questioning Strategies on the Silence in College English Classroom Teaching

Yuhang Xie

doi:10.47297/wspiedWSP2516-250038.20261002

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The Research on the Influence of Teacher's Questioning Strategies on the Silence in College English Classroom Teaching

Volume 10, Issue 2

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The Research on the Influence of Teacher's Questioning Strategies on the Silence in College English Classroom Teaching
The Research on the Influence of Teacher's Questioning Strategies on the Silence in College English Classroom Teaching
Business English, Chaohu University, Chaohu, Anhui, 238000, China
Vol. 10, Issue 2, Pages: 185-188(2026)
Published：28 February 2026
DOI：10.47297/wspiedWSP2516-250038.20261002
Accepted：

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Xie Yuhang.The Research on the Influence of Teacher's Questioning Strategies on the Silence in College English Classroom Teaching[J].Journal of International Education and Development,2026,10(02):185-188.
DOI：

Xie Yuhang.The Research on the Influence of Teacher's Questioning Strategies on the Silence in College English Classroom Teaching[J].Journal of International Education and Development,2026,10(02):185-188. DOI： 10.47297/wspiedWSP2516-250038.20261002.

摘要

Abstract

This study examines the impact of teachers 'questioning strategies on student silence in contemporary college English classrooms. Classroom silence is not merely a reflection of individual student states but is closely tied to the effectiveness of teachers' questioning methods. Through a combination of questionnaire surveys

interviews

and classroom observations

the research analyzes how the fairness of questioning

waiting time

and strategic design influence classroom interaction. The findings demonstrate that optimizing questioning strategies can significantly reduce classroom silence and enhance student engagement

providing both theoretical and practical foundations for reforming college English teaching.

关键词

Keywords

references

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