This paper explores the roles of 10 professors teaching TEFL at the MA level in Iranian higher education contexts. For this purpose, observational data in 10 classroom settings was gathered through audio-taping classroom interactions. The collected data was transcribed, and analysis was carried out on footing changes so that the professors’ roles could be identified in details. According to Footing Theory, a speaker can take on three roles of animator, author, and principal. In-depth analysis of the transcripts revealed that classroom practices were dominated by the author role taken on by the professors. The results offer implications and suggestions for pedagogical consideration within higher education context.

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