This study examined teachers' perceived and actual practices of questioning and wait time who are currently teaching English in Grade I 0 in high schools of Awi Zone. The study was helpful to teachers for creating better techniques while implementing questioning and wail time in EFL classrooms. ft was also worthwhile to EFL teachers and other educators in serving as a valuable reference material to conduct further study. The researcher used interview, observation and questionnaire as data gathering tools . . Various descriptive statistical instruments were also used to show the results of the study. To check the reliabilities of close-ended items, Cronbach alpha was calculated The results were 0. 98 and 0. 95. So. the results could fit to the purpose of the study. To check the validity of instruments, the researcher discussed with English experts, other research experts and high school teachers. Forty-two teachers participated in this study. The target participants were selected by simple random sampling technique. The results of the interview showed that the majority of teachers used questions for checking the students' comprehension, meaning or concept. The questions generated by participant teachers were categorized according to !]/00111 's Taxonomy: This taxonomy consisted of six major categories which started from the simplest behavior to the most complex. The results of the study through observation showed that the most dominant question types in EFL classrooms were knowledge and comprehension. Using one-way 11NOVl1. the researcher found that there were significant differences among EFE teachers· actual practices of questioning The results of paired samples I-test also revealed that there were significant differences between the teachers' perceived and actual practices of questioning and wait time. The results obtained through using Pearson Product-moment Correlation on the teachers· actual practices also showed that there was weak; overall significant correlation between the level of' teacher questioning and the associated wait time (r =0. 30). EFL teachers also gave shorter waif time in class (/ I seconds) than they believed they actually would (3. 8 7 seconds). The result of the present survey study showed r hat teachers ask LLQ relating to facts or grasping main contents of materials, especially knowledge than HLQ. Therefore, EFL teachers in high schools of Awi Zone should pay attention to their questioning because it is a frequently used tool and the way to goad teaching. Since wait time is also a key procedure to complete a teaching conversation, EFL teachers in the Zone should prolong their wait time reasonably depending on the type of the quesuon at each cognitive level. Moreover, EFL teachers in the Zone should be trained how to ask HLQ and provide appropriate wait times for questions employed by them effectively.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE or MASTERS OF EDUCATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL