This chapter presents a critical-reflective analysis of an EFL classroom discourse with the aims of demonstrating how it can both open and limit learning opportunities. Using the lens of the Self-Evaluation of Teacher Talk (SETT) framework in conjunction with the notion of the classroom interactional competence (Walsh, 2006, 2011, 2013), teacher talk is thus critiqued and evaluated. The analysis highlights not only how the IRF pattern is used to increase dialogicality of the classroom interaction, but also how it helps to capitalize on the cognitive potential of the exchanges