Abstract This research project was designed and conducted to investigate teachers’ questions and questioning strategies in order to ensure how often the questions and the strategies motivate most of the students toward the lesson for increasing their participation and use of language in EFL classroom. To do this, the researcher used descriptive survey design to describe and analyze the compiled data through the instruments like observation, questionnaire and interview. The participants were all preparatory teachers and forty students selected from the total population of ten sections of students which four sections were selected randomly as a sample size consisting 192 students. From the sample size, forty students were selected by using simple random sampling technique (lottery method).The findings of the study suggested that 73.8% were knowledge, 23.3% were comprehension and 2.9% were application. These question types required recalling words, phrases and simple sentence that they have learnt, but they didn’t encourage the students to give more explanation to practice the target language. Regarding their levels, the former is lower order and the latter is middle order questions. The study also indicated as questioning strategies were not implemented effectively in the observed classes. For example, regarding the strategies, 65.1% of questions were asked by teachers before nominating the students that can offer the answer; teachers distributed 43.7% of questions for volunteer and clever students, 17.5% of questions randomly, 18.4% of questions for the whole class and also 20.4% of questions by the teachers. Similarly, 53.3% of questions were modified through repeating, 33.3% of questions were also modified through native language and 13.3% of questions were clarified by giving a clue. On the other hand, teachers’ uses of time after asking questions were insufficient. For this, the given wait-time was one second for 22.3% of questions, two seconds for 47.6% of the questions and three seconds for 30.1% of questions. Although teachers’ reaction was also so good with students during question and answer, the reaction was focused only on clever and volunteer students. As a result, the researcher recommended that special attention should be given to the development and implementation of teachers’ questions and questioning strategies. Similarly, most of teachers should take a great commitment on teaching; should be given training to increase their awareness on the types of questions and questioning strategies how to prepare, how to use in the class, for what purpose they are used it effectively. Teachers should use the strategies purposely and regularly in EFL class to make the students more effective in EFL classroom. 1 CHAPTER ONE: INTRODUCTION 1.1. Background The main advantage of a language is serving for communication and instruction through the world including Ethiopia. At this time, infinite numbers of languages are spoken in the world. From these languages, only English language is used commonly for communication