Teachers use questions to manage classroom interaction. In some classrooms, over half of the class time is taken up by question-and-answer exchanges. Teachers’ questions have been the focus of research attention for many years. Substantial research exists demonstrating that questions can assist learners in improving their linguistic ability. According to Ellis (1994), teachers control the classroom discourse and occupy the first part of ubiquitous three-phase IRF exchange by asking many questions. Questions typically serve as devices for initiating discourse centered on medium-orientated goals, although they can also serve a variety of other functions.