top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 23 December 2022

Investigating Reading Comprehension Questions and Student-Generated Questions in Language Lessons in terms of Level

Eda Işır, Yusuf Uyar

Zonguldak Bulent Ecevit University (Turkey), Gazi University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.04.676

Pages: 440-455

Keywords: Student Questions, Teacher Questions, Textbook Questions, Question Levels

Abstract

Reading comprehension questions scaffold deeper comprehension, help students to analyze texts, improve students’ thinking skills, and help them realize permanent and meaningful learning. By comparing reading comprehension questions used in Turkish lessons with student-generated comprehension questions in terms of level, this study aimed to determine question resources’ capacity to affect students’ questions. Using a multiple-case study research method, this study examined Turkish textbooks’ reading comprehension questions, teachers’ questions generated during lessons and teachers’ questions produced for the text provided, and student-generated questions. Data were collected using the Demographic Information Form, Teacher In-Term Question Collection Form, Teacher Questions Collection Form, and Student Question Collection Form. In addition, textbooks were used as another data source. The data were analyzed using content analysis. The results revealed that the textbook questions were mainly of a low level require remembering and understanding information. Similar results were obtained for those teachers’ questions. However, it was determined that the teachers’ questions produced based on the texts were at a higher level than those produced during the lessons. Comparatively, it was also revealed that the rate of low-level questions produced by students was higher than those in textbooks and teacher questions. Furthermore, high-level critical questions were found to be limited in all resources. When students’ questions and questions produced by other resources were compared, the closest relationship was found between the students’ questions and questions produced by teachers during lessons.

References

  1. Akıncı, A. T. (2019). Ortaokul Türkçe ders kitaplarındaki etkinliklerin Yenilenmiş Bloom Taksonomisine göre incelenmesi [Analysis of the activities in the secondary school Turkish course books according to the renewed Bloom Taxonomy]. [Unpublished master’s thesis]. Akdeniz University.

  2. Akyol, H., Yıldırım, K., Ateş, S., & Çetinkaya, Ç. (2013). What kinds of questions do we ask for making meaning? Mersin University Journal of the Faculty of Education, 9(1), 41-56. https://dergipark.org.tr/tr/pub/mersinefd/issue/17382/181527

  3. Almeida, P. (2011). Can I ask a question? The importance of classroom questioning. Procedia-Social and Behavioral Sciences, 31(2), 634-638. https://doi.org/10.1016/j.sbspro.2011.12.116

  4. Altun, K. (2021). 8. Sınıf Türkçe ders kitabındaki tema değerlendirme sorularının PISA düzeylerine ve Yenilenmiş Bloom Taksonomisi’ne göre incelenmesi [Examination of the theme evaluation questions in 8th-grade Turkish textbook according to PISA levels and revised Bloom Taxonomy]. [Unpublished master’s thesis]. Necmettin Erbakan University.

  5. Arap, B. (2015). Ortaokul Türkçe öğretmenlerinin metin işleme sürecinde kullandıkları soruların incelenmesi: Bir durum çalışması [Examination of the questions used by secondary school Turkish class teachers for text processing process: A case study].[Unpublished master’s thesis]. Çanakkale Onsekiz Mart Üniversitesi.

  6. Arslan, M. (2006). The role of questioning in the classroom. HAYEF Journal of Education, 2(2), 81-103. https://hayefjournal.org/Content/files/sayilar/103/81.pdf

  7. Ateş, S. (2011). İlköğretim beşinci sınıf Türkçe dersi öğrenme-öğretme sürecinin anlama öğretimi açısından değerlendirilmesi [Evaluation of fifth-grade Turkish course learning and teaching process in terms of comprehension instruction].[Unpublished doctoral dissertation]. Gazi University.

  8. Ateş, S., Güray, E., Döğmeci, Y., & Gürsoy, F. F. (2016). Öğretmen ve öğrenci sorularının gerektirdikleri zihinsel süreçler açısından karşılaştırılması [Comparison of questions of teachers and students in terms of level]. Research in Reading and Writing Instruction, 4(1), 1-13. https://dergipark.org.tr/en/pub/oyea/issue/27301/287409

  9. Aydemir, Y., & Çiftçi, Ö. (2008). Edebiyat öğretmeni adaylarının soru sorma becerileri üzerine bir araştırma (Gazi Üniversitesi Eğitim Fakültesi Örneği) [A research on asking question ability of literature teacher candidates (Gazi University, Education Faculty pattern)]. Van Yüzüncü Yıl University Journal of Education, 5(2), 103-115. https://dergipark.org.tr/tr/download/article-file/146335

  10. Ayvacı, H. Ş., & Şahin, Ç. (2009). Fen bilgisi öğretmenlerinin ders sürecinde ve yazılı sınavlarda sordukları soruların bilişsel seviyelerinin karşılaştırılması [Comparison of the cognitive levels of the questions asked by science teachers in the clasrooms and written exams]. Journal of Uludag University Faculty of Education, 22(2), 441-455. https://dergipark.org.tr/en/download/article-file/153376

  11. Barutçu, T., & Açık, F. (2018). Çocuk edebiyatı ürünlerinde yer alan deyimlerin kültür aktarımındaki rolü ve Türkçe ders kitaplarındaki deyimlerle örtüşme düzeyi [The role of idioms which in children’s literature works on cultural transfers and the level of overlap with these phrases in Turkish textbooks]. Bilig, 2(86), 183-209. https://dergipark.org.tr/tr/pub/bilig/issue/42609/518681

  12. Baysen, E. (2006). The levels of teacher questions and student answers. Kastamonu Education Journal, 14(1), 21-28. https://dergipark.org.tr/en/download/article-file/819163

  13. Beerwinkle, A. & McKeown, D. (2021). An analysis of reading comprehension questions in Kenyan English textbooks. Technology, Knowledge and Learning, 26(2), 429-441. https://doi.org/10.1007/s10758-021-09502-9

  14. Benzer, A. (2019). Challenge PISA reading proficiency levels of Turkish textbooks. Research in Reading and Writing Instruction, 7(2), 96-109. https://doi.org/10.35233/oyea.659740

  15. Blything, L. P., Hardie, A., & Cain, K. (2020). Question asking