One of the goals of the current study was to investigate whether teachers’ modelling a questioning approach technique can be helpful to foster in students ways of asking appropriate questions in order to be able to unravel the meaning of texts independently or not.
In this connection, this experiment indicated that the use of well-designed comprehension questions can be useful in helping students to generate their own questions by paying attention towards various aspects of texts ( scripturally implicit, textually implicit, textually explicit, linguistic). In this regard, the participants who were familiar with asking only display questions at the beginning of the course, produced 30.6% scripturally implicit, 9.1% textually implicit, 30.1% textually explicit and 20.5% linguistic questions at the end of the course for the text The Cask of Amontillado. This finding is consistent with that of Eliason’s (2009, p.29) who believes that “students need modelling and scaffolding as they learn how to ask knowledge-seeking and hypothesis-generating questions, as well as questions that stimulate divergent thinking and encourage independent learning”.
As for the second research question (i.e. the effect of generating questions while reading literary texts on improving comprehending literary texts), it was shown that teaching this strategy can help improving participants’ comprehending literary texts. This may be due to the fact that firstly, as Eliason (2009) claims, students have gotten tired of the overused method of answering teacher-generated questions and this method has sounded new and interesting to them, hence successful. Secondly, as McTighe and Wiggins (1993) claim, students’ initial questions often can tend to additional questions and deeper understanding.
The findings of the present research also indicate that when teachers employ creative ways for their students to respond to the reading texts, it will motivate students to read and think critically about the text.
In conclusion, this study points to certain directions of further research. In this regard, the current research showed the improvement of students’ reading comprehension using experimenter-designed tests. Another study can investigate the effect of the same technique using standardized tests or using different other tasks such as interpretation, analysing literary texts, finding literary elements, etc. Furthermore, a prospective study can investigate the effect of teaching asking questions on comprehending other literary genres like poetry and drama. Another study can also investigate the classroom interactions and the types of questions asked in reading classrooms. The results of the research, however, indicate a number of recommendations for practice. For instance, the findings can be used for assessing reading comprehension. As Wiggins (1993) expresses it is through the students’ questions and not just their answers that teachers are able to meaningfully assess understanding of subject matter. In this connection, Eliason (2009) acknowledges that when students are not motivated to ask and inquire, teachers do not acquire a clear picture of students’ understanding. Moreover, the results of the study ask for a drastic shift in classroom interaction from teacher-generated to student-generated questions.
In this relation, Newmann (1990) found that when students assume the role of questioners, they are more likely to develop the understanding required to criticize, analyse and interpret information.
To sum up, three common suggestions proposed by Janssen (2002:p.106) underlie the findings of this research: “transfer of responsibility”, “authenticity of questions” and “engagement in reading”. “Transfer of responsibility” demonstrates that by asking their own questions, students become independent readers and can direct their own process of reading.
“Authenticity of questions” is related to the questioners interest to know and discovery in reading. Alternatively, authentic questions reflect real-world interactions. Ultimately, generating authentic questioning may promote students’ personal engagement in reading.
When students pose questions that concerns what they need to understand, they become motivated. This seems to be enhanced through group discussion with students. In other words, the teacher’s role may be better to shift from providing knowledge to coaching students’ individual reading processes (Janssen, 2002).