The current research was to examine the impact of using hot seat technique on developing EFL learners' oral production. In doing so, 56 female language learners from English institute in Khorramshahr, Iran participated in a placement test to determine their English language homogeneity. Then 36 students at the pre-intermediate level were selected and assigned into three random groups, 12 learners each included one control and two experimental groups (i.e., teachers’ questioning and students’ questioning experimental groups). The groups took a pre-test of oral ability at the first session. In the treatment sessions, experimental groups practiced oral activities through hot seat strategy but the control one was taught conventional tasks such as question/answer, conversation, and participate on guided topics. Finally, at the end of the course, a post-test was administered to three groups. The teachers’ questioning group outperformed the other groups in oral production through hot seat strategy. Descriptive and inferential statistics was used to compare the means of the groups in pre/post-tests. The implications of the study indicated hot seat technique may facilitate learners’ oral production.