Referential questions are often seen as a way to add meaningful usage of a language. Output from the students solicited from referential questions appear three times as much than other question types, especially so for beginner classes, even though beginner language students were expected to interact less due to the limited knowledge of the language. When learners were asked referential questions, responses are found to be significantly longer and syntactically complex. Non-verbal communication and the need to use a dictionary also increased when responding to referential questions. Learners themselves are found to be more interested in referential question activity and agree that it is more conducive in bringing higher quality and quantity output, and also motivated interaction.
