Abstract

In ESL classrooms, the role of asking questions is indispensable. Different teachers ask questions in different ways. That is why, teachers’ questioning techniques in the ESL classrooms play a significant impact in increasing or decreasing the participation of children in the classroom. Several numbers of research have been conducted to examine the different types of questions asked by the teachers, their frequency, and the questions' mental complexity. However, the effect of the questions asked by the teachers on the participation of the students in the language classrooms in the Pakistan has not been explored yet. The purpose of the proposed research is to explore the effect of teacher’s questions on students’ participation in the ESL classrooms at university of the central Punjab. A sample of five teachers and 80 students is selected using the purposive sampling technique through observation. The data is analyzed using the Wajnyb list of questions given in 1992. The results show that teachers ask convergent question in high frequency as compared to the divergent questions. The findings help the researcher in giving recommendations for the language classrooms and for the future researchers although the collected data is limited to only one institute