This article presents a qualitative study investigating the lecturers' questions in various English medium instruction (EMI) courses in a Turkish higher education (HE) setting following a social interactionist per-spective. More specifically, the study focuses on a comprehensive investigation of lecturer questions in terms of the scope of talk, typology, contingency, the convergence-divergence according to the taxonomy of Boyd (2015). Nineteen hours of EMI lessons from ten different content courses were video-recorded. The findings demonstrated that the most frequent questioning by the lecturers was carried out in math-ematics and engineering courses in which more dominance by lecturers' questioning in classroom dis-course was observed. Additionally, results revealed that the EMI lecturers mostly used text-based, display, and convergent questions, which resulted in restricted interaction in classes. As an implication, the study unpacked a need to train EMI lecturers in classroom discourse competence to use the questions more functionally for student involvement in classroom interaction. (c) 2021 Elsevier Inc. All rights reserved.