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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Mimbar Ilmu
Hermansyah Hermansyah
Universitas Negeri Semarang
Arts Humanities Education Social Sciences

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Strategic Integration of Using Questioning Strategies to Promote Students' Thinking Ability in English Foreign Language Learning (EFL) Hermansyah Hermansyah; Rudi Hartono; Rahayu Puji Haryanti; Sri Wahyuni
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.8168

Abstract

This study aims to investigate the role of questioning strategies in developing students’ cognitive and metacognitive skills in English as a Foreign Language (EFL) learning. Through a Systematic Literature Review (SLR) approach, relevant studies published between 2015 and 2025 were systematically identified and analyzed from databases such as Scopus, ERIC, Google Scholar, and ScienceDirect. The selected studies were evaluated based on the inclusion criteria, with a focus on questioning strategies, cognitive development, and metacognitive awareness. The analysis reveals that well-structured questioning, particularly open-ended, probing, and reflective types, significantly enhances learners’ higher-order thinking abilities—including analysis, evaluation, and synthesis—while also strengthening metacognitive processes such as planning, monitoring, and self-assessment. These questioning techniques foster a deeper understanding, promote independent learning, and encourage sustained engagement among EFL students. The findings indicate that high-level cognitive and reflective questions are the most effective in fostering critical and self-regulated learning. In conclusion, the study highlights that integrating systematic questioning into classroom instruction can foster critical thinking, enhance learning outcomes, and support students in developing into autonomous and reflective learners in EFL contexts.
Leveraging Questioning Techniques to Foster Students' Cognitive and Metacognitive Development Hermansyah Hermansyah; Rudi Hartono; Rahayu Puji Haryanti; Sri Wahyuni
Mimbar Ilmu Vol. 30 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i02.103672

Abstract

Cognitive and metacognitive skills are essential aspects of learning that determine students’ ability to think critically, regulate their learning processes, and develop a deeper understanding of content. However, classroom practices often remain limited to low-level questioning that focuses only on factual recall, thereby providing insufficient opportunities for higher-order thinking development. This study aims to systematically analyze the effectiveness of questioning strategies in fostering students’ cognitive and metacognitive skills. The research employed a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant scholarly articles. Data were collected through literature searches based on specific inclusion criteria and analyzed using thematic classification and descriptive synthesis. The findings reveal that questioning strategies particularly open-ended, probing, and reflective questions significantly contribute to enhancing students’ analytical, evaluative, and synthetic abilities, while simultaneously fostering metacognitive awareness through planning, monitoring, and self-evaluation activities. The results also emphasize that higher-order questions are more effective than lower-order ones in cultivating critical thinking and problem-solving skills. The study concludes that structured questioning strategies can create active learning environments, enhance learner autonomy, and prepare students to address complex challenges in both academic and real-life contexts. The implication highlights the necessity for teachers to design questions oriented toward higher-order thinking skills and to cultivate reflective practices within the learning process.
Co-Authors Hartono, Rudi Rahayu Puji Haryanti Wahyuni, Sri