Repairs, essential to establish, enhance and continue effective communication, are natural parts of spontaneous speech in conversations among native speakers as well as among non-native speakers; however, who initiates the repair process and who repairs throughout the act of conversation may change from one context to another. Within this framework, this study intends to identify the preferred initiation-repair mechanisms by the teacher and the learners in EFL classrooms. To collect data, one EFL class was observed during three class hours and the classroom interaction was audio-taped. The recorded data was analyzed and the instances in which initiation-repair mechanisms were used were extracted and transcribed to form a data set in order to compare and contrast the preferred initiation and repair mechanisms by teachers and learners. (C) 2010 Published by Elsevier Ltd.