The purpose of this study was to find out the level of Grade 11 male and femalernstudents' participation during EFL classroom interactions in non-' governmentrnsecondary schools in Addis Ababa.rnTo this end, since the study u sed statistical data analysis, quantitative methodrnwas employed. Four teachers and 160 students (90 male and 60 female) wererntaken as samples of the study from four non- government secondary schools.rnTwo types of questionnaire (one for teachers and one for students) and slightlyrnmodified Moskowitz's Foreign Language Interaction (FLint) Analysis Systemrnwere used in the data collection process so that points could be taken for malernand female students separately during EFL classroom interactions. The datarnobtained using FLint was analyzed using a t-test statistical method.rnResults of the data analysis indicated that students' talking to their teachers,rnrecelvmg teachers' help and feedback, being called upon by their teachers,rninitiating and dominating participation during EFL classroom interactionsrnshowed insignificant differen ces. However, teachers assigning students asrngroup leaders during group discu ssions, directing challenging questions andrngiving praise/encouragement showed significant differences in relation to malernand female students' classroom participation.rnOn the basis of the findings, it is recommended that teachers should be givenrnthe valuable courses on classroom interaction during their training so that theyrncan develop the necessary skills to encourage equal participation of students inrnEFL classroom interactions. Continuous classroom observations by well-trainedrnprofessionals and peer observation within and/or among schools should berndone to help English language teachers share experiences and learn from eachrnother.