A COMPARATIVE STUDY ON CRITICAL QUESTIONING SKILLS OF BILINGUAL ADULTS IN L1 AND L2

Sa？etak This study reports the comparison of the levels of the critical questioning skills of English pre- service language teachers. By examining their questions in relation with four stories, this research employs Bloom’s critical questioning paradigm to explore whether bilinguals have the same level of critical questioning in L1 and L2. The results showcase that bilinguals do not have the same frequency of questioning skills, which has implications for teacher educators as the pre- service language teachers’ inquiry skills show diversity and variation. The relationship between bilingualism and critical questioning is mediated by the level of language proficiency, which helps to explain some of the inconsistent findings reported by the past research