The study was carried out to explore EFL classroom oral interaction andrnits realization within textbook-based oral activities. To this end, twornresearch questions have been developed: how teachers teach speakingrnskills, and the extent to which the oral activities presented in therntextbook encourage classroom oral interaction. For this study, threernupper primary government schools were chosen purposefully, as therernare some private primary schools in the town. Then, ten teachers andrn130 students filled in the questionnaire. In the interview, four teachersrnand six students participated. Three randomly selected classes werernobserved twice and the oral activities in the students' book were alsornevaluated. Then, the data were analyzed both qualitatively andrnquantitatively.rnThe results of the study revealed that classroom oral interaction mostrnlikely is devoid of learners' active participation. Students have beenrnhardily confronted with the totality of language use (genuine classroomrnoral interaction), as classes were mainly teacher-fronted. Teachers' strictrncontrol over the lesson was found to be less likely to promote interactionrnand, thereby, to facilitate the evolvement of learning opportunities. Inrnaddition to the difficulty of oral activities in the textbook, lack andrnshortage of learning materials as well as insufficient time given forrnactivities would impair the effectiveness of oral interaction.rnBased on the results of the study, it is recommended that teachers berngiven professional development courses and intensive languagernimprovement training. Furthermore, insight should be given to thernappropriateness and distribution of learning/teaching materials (i.e. thernsyllabus, student's book, and teacher's book) by the bodies concerned.