THE USE OF INSTRUCTION CHECKING QUESTIONS IN THE EFL CLASSROOM
THE USE OF INSTRUCTION CHECKING QUESTIONS IN THE EFL CLASSROOM

Summary/Abstract: This study explores the use of Instruction Check Questions by trainers and trainees during the CELTA course and the effect this technique has on Pre-Intermediate and Upper-Intermediate levels. The aim of the study was to emphasis on the necessity of EFL teachers to decide when and when not to use ICQs and to better teachers‘ understanding of how instruction-check after setting a task strategy might affect learning opportunities of their learners. As this study is a reflection on the CELTA experience, it includes a reflective journal, four interviews and CELTA documents. The critical reflection revealed opposite views but correlation between how adult learners feel about ICQs and their background, circumstances when ICQs help the learning process and situations when they are less relevant, as well as the different amount of ICQs that Upper- and Pre-Intermediate levels need to be asked. Implications for professional practice are provided for EFL teachers and CELTA trainers and trainees regarding the use of ICQs and the way they influence language acquisition.

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