An Analysis of Lecturers’ Use of Display Questions in Classroom Interaction

Abstract

This study examines the use of display questions by lecturers in classroom interaction and their influence on student participation and responses. The research is based on discourse analysis, which views questions not only as linguistic structures but also as social actions that shape communication in educational settings. Previous studies suggest that questioning strategies are important for encouraging student engagement, but limited research has focused specifically on the use of display questions in higher education contexts. This study employs a qualitative research design using discourse analysis. Data were collected through classroom observation and note-taking, focusing on how lecturers use display questions and how students respond during the teaching and learning process. The findings show that display questions are commonly used to initiate interaction, stimulate student participation, and guide students’ thinking. These questions are often delivered in sequences and followed by additional questions to help students develop correct answers. The study also finds that lecturers use repetition and simplification to encourage responses, especially when students are passive or hesitant. However, students’ answers are generally short, and some students remain silent due to lack of confidence. Overall, the study concludes that display questions are an important teaching strategy that supports classroom interaction and learning. Their effectiveness depends on how they are used and the classroom environment.