The Effect of Different Online Procedural Prompts on Student-Generated Questions Task Performance for English Grammar Instruction

Abstract

Research on the effectiveness of Student-Generated Questions (SGQ) has been researched and studied over the past years, and there is a great deal of literature on how to enhance the process and performance of SGQ via procedural prompts for learners. However, research on the learning effects of different procedural prompts for students in SGQ is scarce. Using a group of 55 English language learners, this paper will argue that students in SGQ will benefit differently from procedural prompts with their different degrees of structures. Based on the results of paired t-test, students in SGQ were found to perform better on the online SGQ task with the ‘main idea’ procedural prompt than with the ‘what-if-not’ procedural prompt in the fluency index. Yet, no significant differences were observed between the two provided procedural prompts in the flexibility index.