Questioning is a popular instructional strategy in a language class to encourage learning. However, not all questions are effective in doing so, as some questions sometimes go unanswered. When faced with a situation such as this, teachers must adjust their questions to make it more understandable. This study investigates question modification strategies employed by student teachers in English as a second language (ESL) class. Data for the study was collected through classroom observations. The participants were seven Diploma in Teaching English as a second Language (TESL) students who were undergoing their compulsory 12-week teaching practicum (TP) at various primary schools in Terengganu. The data were analyzed thematically based on the types of strategies used in the process. The finding shows that the most popular modification strategies among the STs are repetition and translation. Besides, the choice of modification strategies is limited to just a few. Many strategies were not fully utilized in class. The findings highlight important pedagogical implications for education providers (EPs) to improve on to produce competent teachers. EPs should expose student teachers to a wide array of question modification strategies to prevent interaction breakdown and to encourage active participation in the class. The ability to modify questions will create a more interactive and communicative environment suitable for learning English in a second language context.

中文翻译：

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ESL课改题策略的运用

提问是语言课程中一种流行的教学策略，以鼓励学习。然而，并非所有问题都有效，因为有些问题有时没有答案。面对这样的情况，教师必须调整他们的问题，使其更容易理解。本研究调查了学生教师在英语作为第二语言 (ESL) 课程中采用的问题修改策略。该研究的数据是通过课堂观察收集的。参与者是七名英语作为第二语言教学文凭 (TESL) 的学生，他们正在登嘉楼各所小学进行为期 12 周的必修教学实习 (TP)。根据过程中使用的策略类型对数据进行了专题分析。研究结果表明，ST 中最流行的修改策略是重复和翻译。此外，修改策略的选择仅限于少数几个。许多策略在课堂上没有得到充分利用。调查结果强调了教育提供者 (EP) 改进以培养合格教师的重要教学意义。EP 应让学生教师接触各种问题修改策略，以防止互动中断并鼓励积极参与课堂。修改问题的能力将创造一个更适合在第二语言环境中学习英语的互动和交流环境。调查结果强调了教育提供者 (EP) 改进以培养合格教师的重要教学意义。EP 应让学生教师接触各种问题修改策略，以防止互动中断并鼓励积极参与课堂。修改问题的能力将创造一个更适合在第二语言环境中学习英语的互动和交流环境。调查结果强调了教育提供者 (EP) 改进以培养合格教师的重要教学意义。EP 应让学生教师接触各种问题修改策略，以防止互动中断并鼓励积极参与课堂。修改问题的能力将创造一个更适合在第二语言环境中学习英语的互动和交流环境。