Questioning and responding in the classroom: a cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university

This paper reports on a cross-disciplinary study of the effects of instructional medium and disciplinary background on teacher questions and student responses in 20 subject classes at a Chinese university. These classes were sampled to operationalize the distinction between hard and soft disciplines based on the hypothesis that these two disciplinary clusters may depend on verbal interaction to different extents. Data comprised 20 lessons...