Can learner strategy instruction succeed? The case of higher order questions and elaborated responses

Abstract Previous research on learner strategy instruction has produced mixed results. This article reports a study in which two classes of 32 Singapore upper secondary school second language users of English participated. Both classes had the same teacher. One class received instruction in asking higher order questions; the other class did not. Higher order questions are related to the development of thinking skills. Participants' questions and responses to questions during small group discussions were tape recorded before and after the 10-week treatment. While there were no significant pre-instruction differences, after the instruction, the treatment class asked significantly more higher order questions and provided significantly more elaborated responses. A 0.05 alpha level was used. These findings are discussed in light of theory and previous research on issues of learner strategy instruction, the teaching of thinking skills, and learners' use of questions.

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