This thesis examined classroom interactions in English as a Foreign Language (EFL) context, focusing on two teachers' classrooms using Walsh’s (2006) SETT framework. The primary aim of this qualitative research was to identify the modes and interactional features present in both teachers' classrooms and analyze how teacher talk influenced their classroom performance. Data were collected from two English classes at language institute in Iran, taught by two male and female instructors. Six sessions from each teacher's class were audio-recorded and transcribed according to Jefferson’s (2004) Transcription Conventions. The transcriptions were reviewed by two raters who identified the modes and interactional features, which were subsequently analyzed qualitatively by the researcher. The findings indicated that all four modes and eleven interactional features were observed in both teachers' classes. Furthermore, significant results were found between the two teachers in their use of modes and interactional features.
