An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level

Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on topic higher education, article analyses what type of EMI history lecturers pose whether are subject individual differences. The study based 12 two-hour lectures whose transcriptions were analysed by three researchers. results showed that instructional or content question types much more commonplace than regulative (related classroom procedures). Confirmation check, display referential questions, which belong category, posed fulfil their intended pedagogic goals, a limitation accentuated trend provide short responses. These reveal need design teacher training courses aimed at developing teachers’ interactional abilities. Since questioning practices varied considerably between lecturers, customized sessions should be considered.