Learning a language is an exploitation of the mind's abilities to make sense of the environment. The private process takes place in the public contexts of the classroom. This internal process of language learning results from the external interaction between the two participants - the teacher and the learner and the internal interaction between the learner's cognition and the learning material. Interaction is a process in which people or things have a reciprocal effect on each other through their actions. Interaction can take place between teacher and student, student and student, teacher and group and the student's schema or prior knowledge related to the content and new learning material . Effective classroom interaction leads to effective learning. Regardless of the teaching approach adopted, it is classroom interaction that mediates between teaching and learning. The teacher must engage in the type of interaction that will allow communication to take place and learning to occur. Flanders (1970) is of the opinion that “interaction skills must be developed to develop one's own teaching behavior and to improve the learner's learning”. Thomas (1987) suggests that "interacting factors should be subjected to careful and critical examination and their implications for teaching practice explored in the context of real classrooms." According to Hitchcock (1927), language teaching is best accomplished if the student is constantly placed in situations where he or she needs to communicate with others through writing or speaking in order to achieve his or her goal. DiPierto (1987) explains second language acquisition as an inherent human ability, which requires interactive sessions in the middle of a sheet of paper or simple tasks like learning vocabulary. Finally, very few studies have been carried out with students studying English as a second language. Although Carrel, Devine, and Eskey (1988) suggest a number of comprehension strategies to help non-interactive readers, she states that "these suggestions have not been subjected to educational research in the classroom and when tested in the classroom, they have not been tested in a wide variety of educational contexts. Although the studies mentioned above support the interactive approach and schema theory, they do not give us clear indications on the best ways to achieve this teaching In the absence of definitive pedagogical research, the best that teachers can do is to experiment with a number of strategies that promote learner interaction with the learning environment to. improve your results..