This study aimed at exploring Iranian thesis supervisors’ views on examiners’ fair in examining M.A. Teaching English as a Foreign Language (TEFL )thesis in Iran. In so doing, a phenomenological design was used. 20 M.A. thesis supervisors participated in the study who were selected through purposeful sampling. To collect the data, a semi-structured interview was used. Data analysis was conducted via manual thematic analysis. According to the results, the following views were among those extracted for M.A. theses supervisors about examiners’ fair: Examiners’ unfair in Examining Theses; Inattention to the Standards of Thesis Writing; Judgment Based on Personal Mood; Examiners’ Personal Problems with Supervisors; and Examiners’ Relation with Students. Based on the results of this study, it can be concluded that according to the perceptions of Iranian TEFL thesis supervisors, examiners are not just and fair in examining theses. They pay attention to the issues such as previous relations, personal problems, practicing power and such matters which are non-relevant to thesis itself. It can also be concluded that Iranian TEFL thesis examiners, at least according to thesis supervisors' views, are illiterate or unknowledgeable in terms of statistics and some research topics. This is a reason for their unfair in examining theses. The results have some implications for M.A. thesis examiners, students, higher education administrators, and researchers. Manuscript profile

Classroom discourse and interaction, particularly the balance between teacher talking time (TTT) and student talking time (STT), are critical elements in (English as a Foreign Language) EFL settings. While some research has explored various facets of classroom discourse and interactions, few studies have specifically examined the TTT and STT ratio across a broad spectrum of EFL classes through direct observation. Addressing this gap, this observational study aims to evaluate the TTT/STT ratio in 83 diverse EFL classes in Kerman, Iran. Furthermore, it investigates if this ratio correlates with teachers' gender, years of teaching experience, and class level. To this end, the study involved 83 EFL teachers, including both genders, with teaching experience ranging from 1 to 15 years, teaching classes at elementary, intermediate, and advanced levels. Findings revealed that TTT constituted approximately 61.49% of total class time on average, with STT comprising 38.51%. No significant differences were detected in relation to teachers' gender, teaching experience, or class level. The implications of these results are discussed. Manuscript profile