A Meticulous Look at Long’s (1981) Interaction Hypothesis: ‎Does It Have Any Effect on Speaking Skill?‎

Ehsan Namaziandost, Mehdi Nasri


The current study tried to investigate the role of interaction hypothesis proposed by Michael Long (1981) in the development of speaking skills of 60 Iranian EFL students studying in a private English language institute. In a quantitative research method, the speaking skill of the participants was assessed before and immediately after the English course to get a deeper insight about the role of interaction in enhancing their speaking skill. The data were analyzed through SPSS version 25 and were presented in the form of descriptive and inferential statistics. Findings of the study indicated that interactive activities played a significant role in the classroom since students were able to improve their speaking skill in the classroom atmosphere. The analysis also confirmed notable concern over employing learner-learner interaction instructions in the developing of speaking skill. The pedagogical implications of the findings suggested the need to include communicative language teaching materials which help language learners practice language in the hope of progressing their speaking abilities through the interactions that take place among language learners in the classroom.


Long’s (1981) interaction hypothesis, Learner-learner interaction, speaking skill

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