Teacher questioning is one of the essential components of the teaching and learning process because it promotes classroom interaction, encourages students' participation, and facilitates students' understanding of the lesson. The problems of this study are focused on what teacher questioning strategies are employed by English teachers at SMAN 5 Banjarmasin and how the questioning strategies are implemented during classroom instruction.

This study employed a descriptive qualitative design using Conversation Analysis. The subjects of this study were three English teachers teaching Grades X, XI, and XII at SMAN 5 Banjarmasin. The data were collected through classroom observations, video recordings, and semi-structured interviews. The collected data were transcribed, coded, classified, and analyzed based on Turney et al.'s framework of questioning strategies.

The findings of the research show that there were 207 questioning instances consisting of Brief Questions (77), Structuring (44), Probing (20), Spreading (18), Focusing (11), Prompting (9), Sorting (8), Wait Time (6), Cognitive Demand (5), Classroom Interaction (5), and Redirecting (4). All eleven questioning strategies were implemented during the pre-teaching, while-teaching, and post-teaching stages to activate students' prior knowledge, monitor students' understanding, encourage classroom participation, and facilitate classroom interaction.

It can be concluded that teacher questioning strategies function as effective instructional tools to support students' engagement and cognitive development in TEFL classrooms. It is suggested that English teachers employ a greater variety of higher-order questioning strategies to develop students' critical thinking skills. Future researchers are also encouraged to conduct similar studies in different educational contexts and investigate the relationship between teacher questioning strategies and students' learning outcomes.