English abstract
This study was undertaken to investigate teachers' perceived knowledge and their actual use of question types in grades 5-12 in Omani schools with reference to:
• Cognitive questions
• Affective questions
• Display questions
Referential questions
interactional Modifications
The present study makes an attempt to look for differences among teachers in using questions based on their, gender, nationality, and grade level.
A Total of 120 EFL teachers representing a percentage of 40% of the total population of all EFL male and female teachers in Dhofar region participated in this study. Subjects completed a 25-item questionnaire covering the question types mentioned above. The researcher also selected a smaller group (32) from the sample of EFL teachers to examine .: the actual use of question types inside the classroom by using classroom observation checklist. The data was analyzed using statistical techniques, namely descriptive statistics, Pearson's correlation coefficient, and t-test.
The results of the present study show that EFL teachers in Oman claim that they are highly knowledgeable in different question types. However, the correlation between teachers' perceived knowledge with their actual use of question types varied according to the question type, the correlation results as the following:
• There is no correlation between perceived knowledge with actual use of cognitive question. There is a negative correlation between perceived knowledge and actual use of affective questions.
There is a negative correlation between perceived knowledge with actual use of display versus referential questions, which is significant at the 0.05 level.
There is a positive correlation between perceived knowledge and actual use of interactional modifications which is significant at the 0.05 level.
Results also indicate that there are no significant differences regarding gender, nationality, and grade level in the use of question types. In the light of these findings, implications and recommendations were suggested.
