Introduction:Recently, the concept of motivating students to learn has received increased concern from teachers of second and foreign language learning. They are constantly trying to understand why some students always go above and beyond what is expected of them, while others struggle to do little of what is expected of them. Less motivated students who have some psychological barriers feel that the task is too difficult, too tough and frustrating. Many researchers in the field of second language acquisition are interested in investigating appropriate learning/teaching strategies to create an effective learning environment for success and promote language acquisition. Classroom interaction, therefore, is considered necessary and useful as a pedagogical strategy to increase student motivation. The concept of classroom interaction plays an important role in learning a second language and enhancing students' motivation, in fact, the considerable interest in classroom interaction become a significant factor for researchers in the field, since it offers the opportunities for the classroom community to develop their knowledge and for teachers to focus more on their own motivation. Understanding the role of classroom interaction in improving students' motivation to succeed in learning comes from a better understanding of its main types: teacher-learner interaction and student-student interaction, where the negotiation of meaning, carrying out of activities, exchanging ideas and providing feedback. So classroom interaction requires the teacher to take into account the fact that the student has to do most of the talking. Problem Statement:...... middle of paper ...... opinions and attitudes toward classroom interaction. The teacher questionnaire aims to identify the ways in which teachers use to motivate their students and whether or not they encourage students to interact in class, as well as the extent to which classroom interaction as a strategy is effective in increasing students' motivation students. study: This thesis consists of three chapters, the first two chapters constitute the literature survey. The first chapter presents a review of motivation theories, their main aspects, fundamental principles and how they apply to the classroom. the second chapter represents a review of classroom interaction; the main attention is paid to its various types, aspects and principles. The last chapter deals with the analysis of the data obtained through the questionnaire to both teachers and students .