Developing Balanced Questioning Skills: A Professional Development Model for EFL Teachers

Abstract

Questioning remains one of the most influential pedagogical tools in English as a Foreign Language (EFL) classrooms, yet research consistently shows that many teachers rely predominantly on low-level, recall-oriented questions. Such practices limit students’ cognitive engagement, restrict opportunities for meaningful interaction, and weaken communicative competence. Despite extensive literature on the value of effective questioning, far less attention has been given to developing structured professional development models that strengthen teachers’ questioning skills in practice. This study investigates the design and implementation of a professional development model aimed at helping EFL teachers adopt a more balanced questioning approach, integrating convergent and divergent questions, effective wait time, and supportive response strategies. Using a qualitative research design involving teacher interviews, student questionnaires, and classroom observations, the study examines how teachers currently use questioning, identifies barriers to higher-order questioning, and evaluates the impact of the proposed training model. Findings reveal several gaps: limited use of higher-order questions, insufficient wait time, and inconsistent rephrasing practices. Teachers also lacked strategies for managing incorrect responses constructively. The professional development model demonstrated potential to raise teacher awareness, improve questioning balance, and foster more inclusive classroom discourse. The study concludes with recommendations for sustained professional development, reflective practice, and institutional support to embed balanced questioning into everyday EFL teaching.