Teacher Talk Time Vs Student Talk Time

Think back to your school days. Do you remember a teacher talking on and on while you dozed off or zoned out? In all likelihood, teacher talk time (TTT) was high — a feature of the traditional teacher-led classroom. 

Now think about the classes where you were engaged, exchanging ideas with classmates, and contributing to classroom discussions. That’s high student talk time (STT). 

When student talk time outweighs teacher talk time, this contributes to a student-centred classroom. And teachers can’t stop talking about it!

Once you understand the benefits of a student-centred classroom, you start to see why reducing your TTT matters.

Read more: From Teacher-Centred To Learner-Centred: Transforming Your Classroom For Success

Getting the balance right: the TTT vs STT ratio

Firstly, even though we encourage a lot of talking in our EFL lessons, this doesn’t mean everyone should be talking at the same time! When the teacher is talking, students should be listening and processing. And when students are talking, the teacher should step back, observe, and listen. 

And to all you chatterbox teachers, please resist the urge to jump in and narrate every moment. We know you love your teachable moments, and we do too, but they’re even better when you let students take the lead!

So what’s the right teacher-student talk time ratio, you ask? What percentage of the time should be teacher talking time and what percentage should be student talking time?

In language teaching, we often talk about the 70/30 principle, where students speak 70% of the time, and teachers 30%. 

In fact, if you can get closer to 80/20 – even better!

But before you start timing yourself with a stopwatch, remember that this ratio is a guideline, not a rule. 😄 The balance will shift depending on what you’re teaching and where your students are in the learning process.

Context matters

When introducing a new concept, your TTT might naturally spike. Students need clear explanations and modelling before they can meaningfully discuss or apply new material. But that doesn’t mean you need to dictate for 20 minutes!

Remember, eliciting, concept checking and instruction-checking questions (ICQs) are are your friends to encourage student talk time. There’s no need to lecture!

During practice activities, tasks, and lesson reviews, aim for at least 70% STT, preferably higher! This is when students consolidate their learning by using language, testing ideas, and working through problems together. ESL classrooms thrive on high STT because speaking practice is the point. 

The goal isn’t to minimise teacher talk at all costs, but to maximise the quality and purpose of your words – and maximise student talk time.

Focusing on the student

Not every student thrives in a student-centred situation. Some students are used to (and may even prefer) teacher-led instruction. The expectation to contribute verbally in class can leave some students feeling anxious, even lost!

Read more: 3 Simple Ways To Get Your Students Talking

That’s why teachers make use of scaffolding — a fancy term in education for providing temporary support structures and gradually releasing responsibility as they’re ready for it. Scaffolding gives students time to adjust and build confidence in speaking.

Any classroom activity without adequate scaffolding is not going to be as successful as it could have been – or even a flop.

Read more: TEFL 101: Must-Know TEFL Terms for Every English Teacher’s Toolkit

But it’s not just the students who might need help. Teachers who’ve grown accustomed to lecture-style lessons also need strategies to reduce their TTT, and that requires a shift in thinking. 

You’re still the teacher, but TEFL teachers also need to don their facilitator hat and be the guide on the side by letting their students take the lead.

Tips to reduce TTT

Ready to put theory into practice? 

Project-based learning, group work and pair work are great ways to increase STT and tone down your TTT. Implementing these changes requires concrete strategies, such as:

• Open-ended questions: Instead of questions that elicit one-word answers (“Do you like pizza?”), ask questions that trigger discussion (“How would you explain your favourite meal to a friend?”). Open-ended questions help incorporate multiple perspectives and build critical thinking skills while supporting vocabulary building. 
• Flipping the classroom: Have students watch videos or complete readings at home, then use class time for discussion, practice, and collaborative problem-solving. 
• Embracing wait time: Ask a question, then pause for a few seconds before calling on anyone. This allows students processing time while you resist the urge to fill the silence. 
• Turn-and-talk: Have students turn to a partner and share their thoughts on a topic before engaging in a whole-class discussion. This low-stakes task helps students find their voice and build confidence before speaking in front of the class. It boosts peer interaction and engagement while building teacher-student rapport.  
• Think-pair-share:  This builds on turn-and-talk by adding thinking time first. Students think on their own, discuss with a partner, then share with the group. The three steps give everyone time to form ideas, which increases participation levels and comfort.
• Short explanations: Make sure to give students all the info they need to complete the task, model one example together, and always check for understanding. 
• Student explanations: When a student asks a question, redirect it to a peer. Students often explain ideas to each other more clearly than a teacher can.
• Visual instructions: Use slides, diagrams, or write instructions at the top of a worksheet. Visuals help students follow along independently, support reading comprehension, and encourage self-directed learning.
• Recording lessons: Watch yourself teach and brace yourself for just how much you talk! Lesson recordings are a great tool for reflection and can feed directly into your continuous professional development (CPD).

Sometimes lessons won’t go as planned, and some students will need more scaffolding than others. Sometimes you’ll fall back into old habits and your TTT will start creeping upwards. Patience is key as both you and your students settle into your new roles as facilitator/guide and active participants. 

Final thoughts on TTT vs STT in ESL

Every pause you take, every question you redirect to a student, every silence you let linger is creating space for something powerful: student agency.

Read more: Empowering Students In The EFL Classroom

When students do more of the talking, they’re consolidating their learning and building confidence. As they share their thoughts and ideas, they develop critical thinking skills while discovering that their voices matter. Students are empowered and gain valuable skills they’ll use long after they’ve left the classroom. 

Author Bio

Written by

Lauren Johnstone

Edited by Kirsten Colquhoun

Lauren is a Web Content Writer & Editor for The TEFL Academy with a background in media, film, English literature, and education, and a passion for language and learning. A University of Cape Town graduate, she holds a PGCE, is a licensed teacher, and is TEFL-qualified. She has taught English to learners of all ages and levels, both in South African and South Korean classrooms, as well as online. When she’s not writing, she’s likely deep into academic readings or enjoying a well-earned gym session. Read Lauren Johnstone's story →