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مجلة العلوم الإنسانية
Corresponding author, Although the native/non-native speaking teacher dichotomy has stirred up ample scholarly consideration and debate in the field of English language teaching, insufficient attention has been devoted to the interactional features that characterize teacher talk, primarily teachers' questioning behavior. This study sought to determine the extent to which native and non-native English-speaking teachers diverge in terms of the different types of questions they employ in theirdoi:10.34174/0079-000-052-018 fatcat:t7recjd7zrgjfcdys2rmas5jxy