The progress of pedagogy in language teaching highlights the value of student participation in the classroom. As a result, English as a Foreign Language (EFL) lessons are designed to include multiple language activities in each study session to maximize students' speaking time (STT). This trend is evident in my observation of a video clip from an Egyptian EFL lesson, in which a native speaker instructor organized several activities to help her post-secondary students understand two key words in a reading. The emergence of these activities inevitably diversifies the roles of teachers in EFL classrooms as they transform from those who simply “teach” to those who also “suggest” and “evaluate”. Some teachers, like this instructor in the video, however, may find it difficult to adjust to their new roles. After focusing specifically on how he communicated with his students during activities, I conclude that instructors' ability to discern their roles as controllers, prompters, and evaluators and to engage in corresponding attitudes and behaviors influences the success of language acquisition by part of the students. It is observed that three activities constitute the target study session. In the first activity, students were asked to collect their definition of “genetic mapping” and “discrimination” in groups of three or four people and write the best definition on a slide. At the end, the teacher asked the students to think about the connection between the two words and present it to the class. Finally, the third group's project focused on the students' ability to name all the words and expressions related to "genetic mapping" and "discrimination" that came to mind. Various teacher-student interactions took place during these classroom courses... halfway through the task......evaluator in charge, students would have a better understanding of where to improve their logic and refine their word choice. In conclusion, the Observation of this Egyptian language course demonstrated that the ability to play different roles in different situations can influence students' language learning. The class teacher successfully acted as a controller but was not qualified as a prompter or evaluator, which led to the fact that, although the class was organized and disciplined, students had a limited desire to reveal their own ideas, acquired little confidence and kept their mistakes. incorrect. In order for students to achieve further improvement in language acquisition, I suggest this teacher assimilate Harmer's theory that "part of the teacher's personality is the ability to perform all these roles at different times" (25) and to make changes accordingly..