International Research Journal of Education and Technology

This study examines how questioning strategies affect student engagement in English as a Foreign Language (EFL) classrooms at Namangan Presidential School, Uzbekistan (2024–2025). Using a phenomenological approach, it analyzes experiences of 10 teachers and 18 students via interviews, focus groups, and observations. Findings show that open-ended, probing, and real-life connection questions, alongside personalized prompts, humor, rewards, and collaboration, boost critical thinking and participation. Challenges include balancing engagement with academic rigor and ensuring inclusivity. Teachers stressed culturally responsive methods, scaffolding, and student-led inquiry to address diverse needs. A proposed three-month intervention, Mastering the Art of Questioning, offers workshops, hands-on training, and classroom practice to refine teachers’ skills, structured into pre-assessment, training, and post-reflection phases. The study highlights adaptive, interactive strategies to create inclusive, dynamic EFL environments, enhancing both pedagogical practices and learning outcomes. It underscores the importance of intuitive teaching methods in fostering student engagement and professional teacher growth.

Keywords: questioning strategies, student engagement, English as a Foreign Language (EFL), Uzbekistan