This study aims at exploring the factors that hinder oral interactions in small groups in EFLrnclassroom with particular reference to Mekelle University. Seventy-two first year students and 5rnin structors were selected by drawing lots from the total population of 169 students and 9rninstructors as data sources. Questionnaire, interview and observation were employed in datarngathering. The questionnaire was prepared for students. Their main area of focus was close-endedrnand open-ended questions. The students' questionnaire was developed using two methods. Firstly,rnstandardized scales formulated and utilized by different scholars in the previous related studiesrnwere adopted and used here and secondly, new scales whose base was the theoretical discussion inrnthe literature review section were devised. In both fonns of scales six characteristic items (whosernave rage number of respondents was taken to determine their effect) were included with thernassumption that it wou ld enable the researcher to consider each variable as a real cause for thernobserved problem. Besides, the open-ended form was used to collect further information about thernproblem under investigation. A structured interview was also conducted with the subjects and 5rnclassroom observations were can'ied out. According to the result of the study there were di fferentrnaffecting variables that hindered students' small-group oral interaction during the cOlllm uni cativernEngli sh Skills classes and they could be termed as intell1al leall1er variables (which includedrnhaving undesirable level of self-esteem, the feeling of inhibition, lack of risk-taking behaviour,rnlanguage problem, lack of communication strategies), and extell1al learner variables (whichrnincluded social class, task type, gender, grouping pattern and group size). Finally, it wasrnrecommended that a conducive classroom atmosphere should be created in order that studentsrnapproach the process of language leall1ing with high spirits. Besides it was suggested thatrninstructors should provide students with the necessary language input with which students canrnsound off their thoughts with less dif1iculty.