The purpose of this study was to verify how the teacher positive support affects the learners'
questioning as one of the ways to promote learners' questioning. In order to reach the objective, 694
university students were selected, and a hierarchical regression analysis was conducted to see if there are
moderating effects of teacher positive support on the relationship between learners’ internal hesitation of
questioning and question asking. As a result, each step of the regression model appeared to have
statistically significant meaning and confirmed that the teacher positive support has a buffering effect,
which lowers the negative effect of the learners' internal hesitation on question asking. The result of this
study shows the critical role of teachers on promoting students to question. Furthermore, it can be a
meaningful empirical data for improving the environment and teaching method to promote learners'