Implementing A Questioning Strategy in Teaching Reading Texts in EFL Classes: A Qualitative Study

Abstract

Developed by Beck and McKeown in the 1980s, Questioning the Author (QtA) emphasises active engagement with texts to construct meaning rather than passive information extraction. Despite numerous studies attempting to solve challenges in the English as a Foreign Language (EFL) context, there is a lack of interpretive studies that investigate this issue from the actual field. This exploratory study investigated how EFL teachers' implementation of QtA and their perspectives toward the use of the QtA strategy in teaching reading comprehension in Saudi secondary schools through nine interviews and eighteen classroom observations, analysed thematically. Findings showed that effective QtA use requires lengthy, relevant passages to facilitate critical analysis, but Saudi curricula primarily offer short, culturally disconnected texts, reducing student engagement. Despite this, teachers viewed QtA positively, noting it improved reading attitudes and classroom language practice, though its effectiveness varied by proficiency level. The study highlights the need for better-aligned instructional materials while affirming the potential of QtA in EFL instruction.