What Really Stops the 21st Century Thai Learners Answering Questions in EFL Classrooms?
This research aimed at 1) studying students’ opinions regarding answering questions in English classrooms, 2) examining students’ problems towards answering teachers’ questions in English classrooms, and 3) finding out teachers’ opinions and strategies used to elicit students’ answers. The participants of this study were 346 EFL tertiary students enrolled in English courses of General Education department from all year level and programs in five faculties. Four English teachers with over two years of teaching experience in English courses offered by General Education department also volunteered in an interview session. A 5-Likert scale questionnaire and structured interviews were employed to collect data. Data were analyzed by means of mean ( X ), standard deviation (S.D.), and percentage (%). It was found that the overall mean score of students' opinions regarding answering questions in English classrooms was at a high level ( X = 4.16). “I like the questions that create a friendly classroom atmosphere.” was rated at the highest level ( X =4.64). Regarding the students’problems with answering teachers’ questions in the classroom, the overall mean score was found at a moderate level ( X = 3.25). Item 2 “I cannot catch up with the questions and am afraid of giving incorrect answers.” possessed the highest mean score of X = 3.62. The results from the interviews revealed that the teachers do not engage with teacher-centered model but promote equal opportunities for the students in classroom interaction.