Asking questions is one of the teaching acts that allow teachers to manage an interaction. This act may take several forms depending on the target objectives and its context of use. Knowing how to ask a question is particularly crucial within the foreign language teaching/learning process, mainly because it can highlight the knowledge of the learner. Taking into account several studies on questioning (e.g. Boissat, 1991; Ricci, 1996), this article seeks to highlight the characteristics of questions asked by teachers trainees working in the context of online videographic synchronous environments. This study examines the recurrent forms of questions in the studied corpus with the aim of identifying effective teaching practices. This analysis will help us to gain a better understanding of teachers’ behaviours which may help improve their training.