The Impact of Teacher Questioning Strategies on EFL Learners' Second Turn of the IRF Sequence: A Case Study of Two Saudi Arabian Classrooms

This study investigates the influence of questioning methods employed by Saudi EFL teachers at Yanbu Industrial College (YIC) on student involvement and response behaviours in teacher-centred classes. Classroom observations and audio recordings were analysed qualitatively to examine the impact of various categories of teacher questions—referential versus display and open-ended versus closed-ended—on learner participation, focusing on student responses within the Initiation-Response-Feedback (IRF) framework. The findings demonstrate that open-ended and referential questions are essential for enhancing student engagement by fostering deeper thought, prompting comprehensive responses, and promoting meaningful student-teacher interaction. In contrast, closed-ended and display questions often elicit brief replies that limit engagement. However, effective follow-up inquiries, such as "why" or "how," can transform previously closed interactions into opportunities for deeper engagement. The research underscores the importance of integrating open-ended and referential questioning techniques in teacher-centred EFL environments and incorporating them into teacher training and professional development programs to foster active classroom engagement. Building upon the traditional IRF model, the study introduces an Extended IRF (E-IRF) framework that directly links question types to the length and complexity of student responses. This conceptual model provides practical guidance for educators to enhance student involvement and interactive discourse in EFL courses, offering actionable strategies for creating more dynamic and engaging learning environments.