EFL Students’ Perceptions of Socratic Questioning in Short Story Instruction at Misurata University

Abstract

This study explored English as a Foreign Language (EFL) students’ views on the use of Socratic questioning (SQ) in short-story classes at the Faculty of Arts, Misurata university. 75 English-major students, all of whom had experienced Socratic questioning in short story courses, were purposively selected and participated in this quantitative study. Data were collected through a five-point Likert scale questionnaire to measure students' overall perception of Socratic questioning technique, its perceived benefits, and perceived challenges. Data were analyzed using descriptive statistical analyses like frequencies (percentages), means, and standard deviations to determine emerging patterns from students’ responses. As revealed in the results, students perceived SQ technique mostly positively. More specifically, students claimed that SQ technique helps them to improve their comprehension, critical thinking and interpretation skills as well as classroom participation. However, students reported feeling of anxiety, the fear of making mistakes when answering questions, and difficulty with responding to open ended questions. Overall, the study concludes that students value Socratic questioning when planned carefully. In light of these linguistic and emotional difficulties that students face when employing SQ technique, teachers are recommended to apply systematic integration and instruction scaffolding in short story classes.