Teacher Talk and Learner Involvement in EFL Classroom: The Case of Saudi Setting

This study investigates the maximum output of minimizing teacher talk and activating classroom interactivity in teaching English as a foreign language light 21st-century skills. It focuses on self-evaluation (SETT model) interactional competence (CIC) that guides teachers to use interaction tool give their learners enough learning opportunities. Teacher talking time is analyzed from dualistic perspective, quantity quality. The interaction's analysis based micro contexts pedagogic aspects. research conducted with qualitative approach content method. data source recording ten classes at college sciences arts Dhahran Aljanoub, King Khalid University (KKU). study's findings have revealed instructors dominate class pose questions students minimise time, most features are displaying teachers' domination discourse.