Examining the Factors Affecting Classroom Interaction in the (EFL) Libyan Context

Abstract

This article examines factors affecting classroom interaction in the Libyan EFL context, emphasizing its vital role in language acquisition. Interaction is defined as the real-time correspondence between teacher and students. Establishing a positive classroom atmosphere is crucial for student progress, largely dependent on the teacher's role. The article is divided into three sections. The first defines interaction, discusses various interaction types and their advantages and disadvantages, and outlines the roles of both teachers and learners in creating opportunities for language acquisition. The second section presents key factors influencing classroom interaction and student progress, selected for the Libyan context but potentially applicable to other EFL settings. The third section discusses specific characteristics of classroom interaction that teachers can employ to foster a positive environment, enabling students to develop their interactive performance. The study argues that awareness of these elements is essential for enhancing the effectiveness of EFL classroom interaction.