Table 3 NNGs’ perceptions of non-native students’ questioning in academia
From: Questioning in TOEFL iBT speaking test: a case of washback and construct underrepresentation
Issue | Theme | Sub-themes |
|---|---|---|
Students’ questions in the academic context | Significance | • Perceived to be high • Impacts on quality of learning through a. Eliminating students’ confusions b. Fostering classroom interaction c. Peer learning |
Benefits in classrooms | • Impacts on the quantity of learning through a. Raising untouched subjects | |
Benefits outside classrooms | • Eliminating confusions about a. Registration processes b. Finding locations c. Class, conference, or workshop times d. Assignments e. University rules and norms |