This paper is qualitative-quantitative study that concentrates on analyzing and investigating ‘elicitation techniques’ which is believed to be one of the most important features of EFL classroom discourse. It mainly examines the ways in which teachers practice elicitation questioning using data from three different English language classes recorded in ELI at King Abdulaziz University. Conversational analysis was adapted to analyze the selected transcribed extracts and counting was used to calculate the extent to which they are used. The findings indicated that teachers in ELI used three types of question to elicit information from their students: Yes/no question, closed/display questions and open-referential questions. It also revealed that yes/no and closed/display questions were used by teachers more frequently than referential questions. It was concluded that not all referential questions could create enough interaction.