The main concem of this study was to find out the relationship betweenrnfemales' level of assertiveness and their verbal interaction in EFL classrooms. Anrnattempt was also made to assess the influence of family educational and economicrnbackground on females' level of assertiveness and their verbal involvement. Tornthese ends a standard assertiveness inventory, classroom observations,rnquestionnaire and interview were used.rnThe number of subjects was 144 (72 males and 72 females). They werernrandomly selected from three government and two private high schools in AddisrnAbaba.rnThe research findings showed strong correlation between females level ofrnassertiveness and their verbal interaction in EFL classrooms at a p-value of. 01 forrnlong turns and turns in discussion. (r=.44 for long turns and .40 for turns in grouprndiscussion). Overall turns also showed significant relationship at a p-value of .01.rn(r=.35 for total turns).rnDespite their equality in assertiveness, male and female subjects showedrngreat disparity in verbal interaction in both teacher-student and student -studentrninteractions i.e. males surpass females in verbal out-put in EFL classrooms (p=.07rnfor assertiveness and .00 for verbal interactions).rnThis study also pointed out that parents' social status had stronger influencernon females' level of assertiveness and their verbal interaction than on males.rnMoreover, mothers' education and income was found to have positive influence onrntheir children's personality development and verbal out-put. Fathers' income alsornindicated significant influence on their children's verbal production.rnOn the basis of the present research results, the following recommendationsrnare forwarded:rnIrnJrnAssertiveness tra ining programme should be set in high schools andrnteacher training institutions. Guidance and counciling officers at high scholsrnshould take the responsibility to carry out the programme.rnEqual emphasis should be given to cognitive and non-cognitive variables;rnand further studies should focus on investifating the possible non-cognitive factorsrnthat impede language learning in our context.