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The present study aims to understand spoken discourse types of formative assessment in which teachers and students involve in everyday EFL class. For this purpose, discourse patterns collected from the six classroom talks were transcribed and analysed. The analysis of transcription data was classified with two distinctive types of structure. One is IRE (Initiation-Response-Evaluation) pattern, and the other is ORR (Offer-Reason-Response). The data from the classroom talks revealed that the typical classroom interaction had a sequence of the IRE pattern. The pattern led by a teacher made teacher talks longer while it made student talks shorter. From the perspective of formative assessment, the teachers could not provide the students with meaningful guidelines and information for their further formative learning. It was suggested that the ORR pattern emphasizing the reasoning process, in which a good amount of interaction is tried out between teacher and student, could be understood as more meaningful discourse pattern for formative assessment than the IRE, and that pedagogic strategies need to be developed to take effective advantage of the ORR patterns.