An Investigation Into The Efl Students’ Questioning Habits And Obstacles Keeping Them From Asking Questions In English Classes For English-Majored Students At Can Tho University

Abstract

Questioning in class is recognised as playing a key role in students’ learning process; therefore, this study was conducted to investigate English-major learners’ perspectives of how frequently they asked questions in classes and the factors that affected their questioning habits. The survey attracted 161 participants majoring in English studies at Can Tho University. Data were collected using a five-point Likert scale questionnaire and then analyzed quantitatively in percentage to clarify and answer two research questions. In particular, the research showed that 66,5% of English-majored students stated that they sometimes made questions in class internal-related obstacles and external-related obstacles were observed and analyzed as factors influencing students’ questioning habits.