The aim of this study was to investigate factors hindering students' English interaction inrnESL/EFL speaking classroom with particular reference to grade 11 of Wolaita SoddornPreparatory School. Also, the causes that account for these factors were attempted to bernexamined. Therefore, the study included 310 students out of 1,488. This makes 20.8% of therntargeted population. It also included all English teachers of grade 11. The sample students werernselected using simple random sampling technique. The data gathering instruments this studyrnemployed were questionnaire, interview and classroom observation. To gather data from thernstudents, close-ended questionnaire of 27 items was designed and distributed, and interview of 4rnitems were employed. Again close-ended questionnaire of 24 items were prepared to gather datarnfrom the teachers, and interview of 4 items were employed. Also an observation checklist withrn16 items was used to observe the real classroom. To achieve the objectives, descriptive methodrnbeing the main design of the research, both qualitative and quantitative methods of datarnanalysis were used.rnThe findings showed that factors hindering students' English interaction in ESL/EFL speakingrnclassroom were related to students, teachers, classroom environment and class size andrninstructional materials. These were: students' lack of confidence, preference of grammar andrnvocabulary than speaking, excessive use of mother tongue, poor speaking background, shortagernof vocabulary, teachers' emphasis on grammar and vocabulary, teacher centered way of teaching,rnlarge class size, lack of access to teaching aids, shortage of text books and references. Each ofrnthese factors were also caused by different factors such as: laughter of classmates when onernmakes a mistake while speaking, lower grade teachers focusing on grammar than speaking,rnfocusing of exam questions mainly on grammar and vocabulary than speaking, nature of thernEnglish text book, having less periods for English language subject than it has to get, teachers'rnexperience of teaching, text books distribution problem at Regional Ministry of Education level,rnlack of enough classrooms and the school's financial problems. Finally, the recommendationsrnwere forwarded based on the findings and the conclusions.