فهرست نشریات علمی دسترسی آزاد ایران

This study examines the effectiveness of concept-checking questions (CCQs) in measuring students' understanding of concepts covered in EFL lessons in comparison to more conventional inquiries like "Do you understand?". In other words, the study investigates how EFL students confirm their understanding of any given topic and explicitly declare that when asked throughout the lecture or feedback stages. Besides, it endeavors to examine the effectiveness of such questions in EFL classes. The necessary data collection was conducted via the qualitative method to display the subjects' attitudes towards the questionnaire items. Eventually, the researcher distributed a questionnaire of (15) items to a study sample of (38) participants to determine their viewpoints on the effectiveness of the two questions mentioned. The data analyzed showed that among the most effective views on the effectiveness of the questions in EFL classes, (CCQs) are preferred compared to "Do you understand? The findings also affirm that some students may feel shy to explicitly declare that they do not understand a certain point when asked, "Do you know? Finally, such questions lack meaningful communication compared to (CCQs), which are more productive and can effectively foster communication in EFL classes.