Eliciting Students’ Voices in the Thai Context: A Routine or a Quest?

Abstract

The elicitation of a response from students by a teacher is a very traditional part of the teaching process but in recent years it has tended to be ignored in favor of a more learner-centered approach. This paper suggests that the neglect of this method may be the result of a too narrow view of the nature and function of elicitation. Rather than merely a means for testing the student’s understanding elicitation can be, as it is in the Socratic method, a means of allowing the student to explore and expand knowledge.