Strategic questioning for formative assessment in TEFL: insights from blended synchronous learning environments

Abstract This study investigates the effects of teacher-led questioning within blended synchronous learning environments (BSLEs) on formative assessment practices in Teaching English as a Foreign Language (TEFL) classrooms. Integrating principles from formative assessment, sociocultural, and constructivist theories, a comprehensive framework has been developed to understand how strategic questioning enhances learning outcomes. Employing a mixed-method approach, including classroom observations, conversation analysis, and interviews with teachers and students, this study examines effective communication and assessment strategies in culturally diverse educational settings in China. Analysis tools such as the GFIP model (Gap, Feedback, Involvement, Progression) and the ESRU cycle (Elicit, Student response, Recognition of student response, Use of Information) reveal inconsistencies in leveraging student responses for pedagogical adjustments and emphasize the impact of cultural and linguistic factors on assessment efficacy. The proposed Culturally Responsive Formative Assessment through Engaged Dialog (CRFAED) framework advocates for customized questioning techniques that integrate culturally sensitive practices with technology to enhance learning outcomes. Results indicate that strategic teacher-led questioning in BSLE settings substantially improves student engagement and learning outcomes. The critical role of culturally responsive pedagogy in optimizing formative assessment practices is also highlighted. The CRFAED framework demonstrates effectiveness in bridging cultural gaps, facilitating better teacher–student interactions, and promoting an inclusive and responsive learning environment. This study offers insights for improving educational practices through culturally responsive pedagogy and technology integration in BSLE settings, contributing valuable knowledge to the global TEFL community.