Abstract:
As interaction in the classroom situation is to integral to the teaching /learning process, the aim of this study was to explore Libyan secondary school teachers 's perception s of classroom interaction .In order to achieve its aim the study targeted three Libyan secondary school teachers as a case study .As investigated interaction in the classroom requires in –depth data .the study adopted a quantitive methodology employing classroom observation and semi-structured interviews to gather data for analysis .
Data analysis revealed that Libyan secondary school teachers have a limited view of classroom interaction as most of them do not exert efforts to encourage it in the classroom. Data analysis also showed that there are two main problems faced classroom interaction. These are: level of students and teaching\learning activities. Therefore, the researchers suggest some recommendations for promotion of interaction in the classroom situation in Libyan secondary schools.
