Delegating Critical Thinking Skills in Learners through Effective Questioning Technique in the Class




Thinking Process, Critical Thinking, Scaffolding Questions, Questioning Technique


The 21st century is known as the "flat world" where people can communicate from anywhere, anytime. It is imperative that educators ensure their students have the necessary skills for adapting to the modern world, such as communication, creativity, critical thinking, and collaboration. By learning English, students will not only shorten their learning gaps for new opportunities but will also increase their chances of becoming global citizens. However, since most Vietnamese students do not know how to practice or promote their critical thinking skills while learning English, it is crucial that teachers understand and apply a variety of techniques and strategies to activate and guide students' critical thinking. Brookfield and Preskill (2005) state that well-structured- questions raise students' awareness of using their knowledge and comprehension of a subject at lower-order thinking skills (remember-understand-apply) to higher-order thinking skills (analysis, synthesis, evaluation, and creation). To learn how Vietnamese teachers delegate critical thinking questions to their students and how often they do so, the researchers conducted the study using a quantitative method to figure out how teachers' questioning techniques promote students' critical thinking skills. This study uses a quantitative methodology in which the researchers developed the questionnaires based on Bloom Taxonomy's thinking orders and contributed to Vietnamese Teachers for data collection. The results showed that most Vietnamese teachers know how to use questioning techniques and frequently develop them during their teaching. They use questions to evaluate learners' conceptual understandings and provide them with feedback on their thinking processes from simple to complex concepts and provide hints or alternative explanations, which boost the development of students' critical thinking skills.

Author Biographies

  • Ho Thi My Linh, Hoa Sen University, Ho Chi Minh City, Vietnam

    Ho Thi My Linh is a doctoral candidate in Educational Management at Horizon University. She has obtained her M.A degree in TESOL. Currently, she is Associate Dean of the Faculty of International Languages and Cultures at Hoa Sen University. Previously, she held the position of Training Director at Language corps Asia and Training Quality Manager at VUS The English Center. She is particularly interested in ESL, EFL teaching methodologies, learning approaches or strategies to help teachers bring the most engaging and creative learning environment to their students.

  • To Minh Thanh, Hoa Sen University, Ho Chi Minh City, Vietnam
    To Minh Thanh received a Master’s degree in Bilingual Education from the University of Massachusetts, the USA, in 1998 and a PhD’s degree in Linguistics & Literature from the University of Social Sciences and Humanities, Ho Chi Minh City, Viet Nam in 2006. She was promoted to Associate Professor in Linguistics in 2012 and was awarded with the title of Meritorious Teacher by the President of Viet Nam in 2014 for her outstanding scientific research achievements and significant contribution to the educational development of the country. She is currently a lecturer of Department of English/American Language and Culture, Faculty of International Languages & Cultures, Hoa Sen University, Viet Nam. She has been teaching at higher education in Viet Nam for more than 40 years. Her research interests include Applied Linguistics, Contrastive Linguistics, Bilingual Education, TESOL Methodology, Measurement and Assessment in Higher Education, and Current Issues in Linguistics. She has published five books in English Linguistics and two dozen of journal articles, using both English and Vietnamese as a means of expression and communication.


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How to Cite

Ho, T. M. L., & To, M. T. (2022). Delegating Critical Thinking Skills in Learners through Effective Questioning Technique in the Class. International Journal of TESOL & Education, 2(3), 13-31.

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