Teachers’ questions and learners’ responses in teaching and learning English as a foreign language in Tanzania’s secondary schools

This study explored teachers’ questions and learners’ responses in teaching and learning English as a foreign language in Tanzania’s secondary schools. The study aimed to: (a) identify learners’ feelings of teachers’ questions in the English language classroom, (b) examine how learners respond to these questions in ways that facilitate language learning, and (c) investigate how teachers react to learners’ responses during English language instruction. A qualitative approach was employed, with data generated through classroom observations and focus group discussions. The study involved 362 participants from six secondary schools, including 350 Form Three students, among whom, 60 students were involved in the FGD. Also, the study involved 12 English language teacherswhose classes were observed. The data were analysed using thematic analysis. The findings reveal that learners viewed questions as a learning strategy, but also as a source of shyness and discomfort, as well as a reminder of previous lessons. Learners responded to questions using single words or phrases, complete sentences, silence, or chorus answers. Teachers reacted to learners’ responses by offering verbal praise, instructing the class to clap, affirming and repeating learners’ responses, and asking follow-up questions. The study recommends, among other things, the creation of a friendly and conducive learning environment where each learner feels free and comfortable to participate in classroom activities.