Abstract: This study explores the correlation between Teacher Talk (TT) and gender. The objective of the study is to identify the types and frequency of questions asked by each gender in EFL classrooms in relation to students' engagement. The study employed a mixed methods of qualitative and quantitative instruments through observations, recordings and a questionnaire. The sample consisted of three male and three female EFL university lecturers alongside their EFL students. The results showed that regardless of gender, the six lecturers exhibited similar types of questions, including procedural, convergent, and divergent questions. Additionally, the frequency of these questions was found to be very close between both genders. Therefore, it was concluded that gender did not significantly influence the type and frequency of questions posed in EFL classrooms. However, the gender of the lecturer was found to have a significant impact on student engagement, with students engaging more with female lecturers than with male lecturers. Upon examining students' perceptions of the type of questions and the gender of the lecturers posing these questions, it was determined that while the majority of students had no gender preferences, there were differences among those who did. Additionally, the majority of students expressed a preference for being asked divergent questions, which aligned with the findings of the observations. This study concluded that the types and frequency of questions asked by lecturers are not influenced by gender. However, student engagement level is influenced by the gender of the lecturer due to their different communication styles. Accordingly, it is recommended for teachers to increase the frequency of questions posed in the class, especially divergent questions. Also, it is recommended for teachers to be more approachable and easier to talk to, which the students prefer. Key words: Teacher Talk (TT), questioning, EFL, procedural, convergent, divergent