This study was carried out to describe the naturernof turn-taking among the freshman students in theirrngroup discussions. In other words, it attempted torndescribe the nature of turn - taking to see the level ofrnstudent participation. For the study one freshman classrnwhich consisted of 33 students was selected . Thernstudents were then divided into five groups. The datarnwas gathered by video recording the group discussions.rnThe recording was made three times and, on the average,rnone group was video taped for 20 minutes.rnAllwright ' s(1980) turn-taking categories (with slightrnmodification) were used for the analysis of the data .rnThe overall results revealed that students got therngreat majority of the turns(i.e., 126 or 33.9%), out ofrnthe total(372) , by responding to specific solicits, thatrnis , by allocation . However, they got very limited turnsrnon their own initiative, i.e., by volunteering (30 orrn8 .1% turns), self - selecting (21 or 5.7% turns) andrnstealing (2 or 0 . 5% turns). Students did not take anyrnturns by interrupting .rnResults also showed that out of 372 turns,rn162(43 . 5%) turns were taken by both the teacher and therngroup leaders f or discourse maintenance. Both tookrn23(6.2%) unsolicited turns during others ' turns tornmaintain the discourse without the intent to gain thernfloor. Of these, students particularly group leadersrntook only one turn. The teacher took 2 specific solicitsrnand interrupted only once . However, he did not steal anyrnturns .rnThe findings further indicated that out of therntotal of 117 specific turns, 53(45.3%) and 61(52.1%)rnturns were given by the teacher and group leadersrnrespectively . Students gave only 3(2.6%) specific turns .rnBased on the results of the study, it was stronglyrnrecommended that instructors should help students buildrntheir confidence so that they could speak of their ownrnaccord without awaiting the teacher ' s and group leaders'rnallocation of turns for opportunities to talk .