Factors Affecting Asking Questions in College Classrooms: The Ethiopian Context

Abstract

The purpose of this study is to identify and examine the factors that affect asking que tions in an EFL setting in a tertiary level 'cience classroom in Ethiopia. To accomplish this task, 25 females and 19 males were provided with a list of factors that were reported by other group of students as inhibitive and were required to designate the extent to which each factor exert influence on them. From the sample students' ratings six factors were identified as restrictive by more than 56% of the respondents.