This study aims at determining discourse markers used by Turkish teachers and native teachers in EFL classrooms and comparing these items in terms of variety and frequency. To reach the objectives of the present study, two separate corpora were compiled through audio-recordings collected from two Turkish and two native EFL teachers? lectures. AntConc (2014), a specific concordance program designed for text analysis, was utilized in the analysis of the corpus data. Corpus-driven research results indicated that Turkish teachers used 29 different discourse markers and native teachers used 37 different discourse markers in their classroom discourse. It was also seen that Turkish teachers underused most discourse markers compared to native teachers in EFL classrooms. In the light of these findings, notable implications were suggested for English language teaching.