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The main goal of most language learners is how to achieve fluent speaking in the target language. But, at the same time it is a challenge for teachers to develop it in and to try to make communication in this target language part of everyday situations and contexts, because of the fact that English is not the native language. This challenge is enhanced even more when it comes to classes consisting of a large number of students with about 40 minutes to finish the class. Thus, this paper aims to present a research in the role of teacher talking time (TTT) and student talking time (STT) in promoting a communicational and collaborating environment for non-native speakers of English, in an English as-a-foreign language class (EFL). In this book, I provided definitions and theories of TTT and STT. I showed the difference between these two favoring a higher amount of STT over TTT and the positive uses of it. Furthermore, I conducted a study in one of the high schools of Prishtina regarding STT and TTT where data found from this research were presented and analyzed in details.