| In foreign language teaching and learning, teacher talk is crucial to students' success in learning a target language. A teacher's talk can encourage good interaction between students and teachers, as it allows the teacher to convey the lesson to the students and allows the teacher to focus on speaking during class. This research aims to explore the different types of teacher talk employed by pre-service EFL teachers and analyze their frequency using the Foreign Language Interaction (FLINT) system developed by Moskowitz (1971). Additionally, it investigates whether pre-service teachers primarily utilizes direct or indirect talk based on the frequency of the identified types of teacher talk. The participants of this study are seven pre-service English teachers from Atma Jaya Catholic University in Indonesia batch 2019. The researcher observed teaching videos of pre-service teachers and analyzed their talk during class. The teaching videos were then transcribed to collect data on the types of teachers talk utilized by the pre-service teachers during class. The researcher used a mixed-method to analyze the data. The findings revealed that pre-service teachers use different types of teacher talk. The most common types of teacher talk observed are asking questions and giving information. In addition, they spend 55.16% of the time using indirect talk and 44.86% using direct talk. This means that the teacher-speaking-to-the-whole-class type of classroom interaction is fully present because the pre-service teachers attempted to make the students engage in the classroom. The findings of this research are significant for pre-service teacher development, teacher training programs, language instruction, and the broader research on teacher talk. |