The current study aims to examine the interaction patterns of Iranian EFL classrooms from the perspective of classroom discourse analysis. 10 EFL classes with female students ranging in age from 15 to 29 were observed for 900 minutes through non-participant observation. The most recurring patterns of interaction were IRF, role plays, discussions and choral response with teacher-initiated IRF being the prevailing pattern. Also, teacher speech outnumbered the linguistic quantity of learners' contribution making the classroom discourse a teacher-centered discourse. This study argues that the teachers and educators should focus on the co-constructed nature of classroom discourse and shift away from teacher-centered discourse providing a more equitable situation which promotes student interaction.
