Ayalew, ElizabethAzerefegn, Kifle2018-07-052023-11-082018-07-052023-11-082008-06http://etd.aau.edu.et/handle/123456789/6623The purpose of this study was to investigate the types of teachers questions and questioning strategies employed in teaching language in EFL classrooms. To this end, for 11th grade English teachers and eighty students at Keranyo Alpha secondary School and Saint Marry Catholic Secondary School were selected to participate in the study, Classroom observation and questionnaire were used as instruments to gather the necessary data. The findings of the study suggest that (77.1%) were knowledge questions and (22.90%) were comprehension questions that required recalling and short answers. Regarding their levels, the former is lower order and the latter is middle order questions. The study also indicates that questioning strategies that are thought to be effective for learning English in the classroom were not effectively used while the lessons were observed. Thus, it is recommended that special attention should be given to the development and implementation of the types of questions and questioning strategies in EFL classroomsenTeacher QuestionsThesis