Abstract
This study revolves around one feature of classroom discourse which is speech modifications. It focused on analyzing EFL teachers‟ common oralphonological, syntactic and lexical discourse modification strategies and their impact on students‟ reaction.The focus was on the common types of phonological, syntactic and lexical speech modifications that include sentence simplification, using simple words, repetition of words and utterances, the speed of speech, Intonation, stress, and raising the voice. The researcher observed and recorded 3 classes to pinpoint these strategies and their effects on students‟ interaction. The researcher also analyzed the recordings using a checklist she designed. The results showed that ELI teachers of proficiency level 104 students made use of a lot of phonological, syntactic and lexical speech modification strategies. Moreover, students reactrelatively positively toward it. These strategies entailed promoting interaction in the class.