European Journal of Social Sciences ISSN 1450-2267 Vol. 49 No 3 October, 2015, pp.287-306 http://www.europeanjournalofsocialsciences.com/ 287 Perceptions and use of Question Types by TEFL Teachers in Oman: A Pedagogical Study Moosa Ahmed Dhofar University, Oman Suyansah Swanto Universiti Malaysia, Sabah Wardatul Akmam Din Universiti Malaysia, Sabah Abstract With this premise as a backdrop that effective use of questions in instructional practices is of vital importance in EFL classrooms, this study was undertaken to investigate teachers’ perceived knowledge and their actual use of question types in grades 5-12 in Omani schools with reference to cognitive questions, affective questions, display questions, referential questions, and interactional modifications. The present study made an attempt to look for differences among teachers in using questions based on their gender, nationality, and grade level. A total of 120 EFL teachers representing a percentage of 40% of the total population of all EFL male and female teachers in Dhofar region of Oman participated in this study. Data analysis showed that EFL teachers in Oman claim that they are highly knowledgeable about the use of different question types. However, the correlation between teachers’ perceived knowledge with their actual use of question types varied according to the question type. Results also indicate that there are no significant differences regarding gender, nationality, and grade level in the use of question types. In view of the discussion of findings pedagogical implications are explored and recommendations made. Keywords: EFL teachers’ perceptions, types of questions, teachers’ knowledge, Oman 1. Introduction Helping learners to improve their comprehension abilities is widely recognized as a significant aim of education. If learners are to contribute positively and confidently in the job market and society, they must be equipped with desired abilities and thinking skills necessary to perceive and use in the demanding work atmosphere. The importance of cognitive learning is regarded as a significant condition for learners to develop their manners and skills of effective thinking. Teacher questions are considered as an approach that instructors apply to encourage learners' critical thinking (CT) abilities. Wragg & Brown (2001), Shomoossi (2004) and Foster & Ohta (2005) believe that teacher questions can inspire learners' thoughts and develop thinking abilities. The current educational reform projects in Oman (Basic Education Project) indicate the need for English teachers to have effective questioning skills and techniques while teaching. While public education plans such as the recent “Cognitive Knowledge Development Project” encourages parents to update their view of the nature of English learning; a similar effort needs to be made on the teaching front. Teacher training programs are well connected to teacher questions, and should not only be encouraged, but needed. If English teachers are