Student-generated Questioning and Quality Questions: A Literature Review
Donggil Song
Review I Published November,2016
Research Journal of Educational Studies and Review Vol. 2 (5), pp. 58-70.
ABSTRACT
Promoting students’ comprehension level is a global concern
in education. For example, researchers report on students’
low-level of achievement in reading comprehension in
different areas in the world. As an instructional technique
to improve students’ reading comprehension level,
student-generated questioning has been investigated.
Student-generated questioning requires students to identify
the important information after reading a passage, and to
generate questions about the points that the students think
important. Though there are large amounts of empirical
research on student-generated questioning, few studies were
conducted on incorporating theoretical basis, up-to-date
issues, or highlighting the future direction with a
pedagogical viewpoint. Therefore, this study reviews
empirical and theoretical evidence of student-generated
questioning as an instructional technique; summarizes
theoretical foundations based on the empirical evidence;
identifies current issues in this research field; and makes
a suggestion for future direction based on the analytic
review of empirical research. An extensive literature search
was conducted for the purposes. Along with the effectiveness
of student-generated questioning, theoretical frameworks,
and the issue of quality question, consistent guidance, and
the use of technology were discussed.
Key Words: Student-generated questioning,
Comprehension, Scaffolding, Consistent Guidance.
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