Inspired by the new trend in language teaching pedagogy in which more emphasis is placed on the role of teachers ( Kumaravadivelu, 1994; Brown 2001), the present study was conducted to find out if there is any significant difference between effective and less effective teachers in terms of their questioning and feedback behavior in class. The conversation classes of two effective and two less effective teachers, selected as such by the students, the Educational Office staff members and the manager of the English language teaching institute where the study was carried out, were observed. Each teacher’s class was observed two times. The question types chosen included “display” and “referential” ones and the feedback categories under investigation encompassed “explicit correction”, "recasts”, “clarification feedback”, “metaliguistic feedback”, “elicitation,”, and “repetition”. The analysis of the data obtained through the observation forms designed to let the researchers investigate the hypotheses of the study revealed that effective teachers not only ask significantly more questions than their less effective counterparts but also supply significantly more corrective feedback than less effective teachers do.