The purpose of this study was to investigate teaching reading skills in English as a foreign languagernthrough interactive classroom teaching versus plasma television teaching. An experiment wasrndesigned and conducted to investigate the difference between teaching reading skills in English as arnforeign language with and without Plasma television. The design of the study was mixed methodrndesign which consisted of first collecting quantitative data and then collecting qualitative data i.e. bothrnquantitative and qualitative data analysis techniques were employed to analyze the data collected.rnThere were four main measurement tools employed in the pilot as well as the main study: 1) The preandrnpost-tests reading comprehension and vocabulary tests, 2) a questionnaire 3) an interview and 4)rnclassroom observation. The pre-and post-tests aimed at measuring reading comprehension andrnvocabulary. The last three tools namely a questionnaire, an interview and classroom observationrnmeasure the attitudes of both teachers and students toward teaching reading skills and they were usedrnin the post-test only.rnThe study measured and compared the performance of four groups: two experimental groups (N = 35rnand 35) and two control groups (N = 38 and 40) of Grade 10 students at two secondary schools withrntwo teachers from each school in Addis Ababa during a period of four months one academic semester.rnAfter the administration of the tests, the data were collected and subjected to statistical analy is. Anrnindependent and paired t-test was used to test the hypothe es in this study. The results suggest d thatrnteaching reading skills through interactive classroom teaching had a positive influence on the subjectsrnpost-test scores. The major findings obtained from the statistical analysis revealed that therniiirnimprovement between the pre-test and po t-test of reading skills is significantly greater for thernexperimental groups than the control groups. This suggests that teaching reading skills throughrninteractive classroom teaching has a positive effect on students' reading comprehension. In addition,rnthe re ults from the comprehension post-test between the two groups were significantly differentrnwhich suggests that the post-test scores of reading comprehension between the two groups are notrnequal. The results of the experimental groups oulperformed than the control groups students.rnFinally, the results of the questionnaires individual interviews, and classroom observation showed thatrnthe students in experimental groups held a positive attitude toward teaching reading skills throughrninteractive classroom teaching and the experimental group students were observed working in smallrngroups and helping each other in trying to understand the passage. The results of the interview and thernclassroom observation revealed that majority of the students agreed that the classroom teacher wasrngiving better teaching method than the plasma teacher was.rnImplications drawn from the findings suggest that, for English language teachers, this research couldrnassist them in improving their current teaching performance and syllabus. Based on both the pilot andrnthe main study, teaching reading skills through interactive classroom teaching would work best in thernEthiopian context if the classroom teacher is given further training to interactive classroom teaching.rnThis study suggests that teachers need to devote significant class time to teaching reading skillsrnthrough interactive classroom teaching and encourage students to engage in it.