Instructional Divergence in Questioning Strategies: A Comparative Study of EFL and ESL Classroom Dynamics

Abstract

Teacher questioning serves as both a pedagogical tool and an adaptive mechanism for addressing linguistic diversity in multilingual environments. Conducted within the framework of the SEA Teacher Project (Pre-Service Student Teacher Exchange in Southeast Asia), this comparative case study investigates the concept of "instructional divergence," defined as the gap between teachers’ planned lesson designs and their actual classroom questioning. The research was conducted in two distinct settings: Indonesia (EFL) and the Philippines (ESL). By analyzing data from four teachers, the study explores how different linguistic environments influence the realization of planned questions. The findings indicate that teachers in the Philippine ESL context show higher alignment with their planned inquiries due to more homogenous student proficiency. Conversely, teachers in Indonesian EFL “excellent classes” demonstrate significant instructional divergence. Despite high student engagement, a pronounced proficiency gap exists among learners, forcing teachers to spontaneously shift from planned Higher-Order Thinking Skills (HOTS) questions to simplified prompts or code-switching. These improvisations, justified as a transition from planned pedagogy to inclusive responsive pedagogy, ensure equitable participation and prevent student dominance. Ultimately, managing instructional divergence is a crucial professional competency for educators navigating the complex ASEAN educational landscape.