The purpose of this study was to find out the factors that affect the development ofrnstudents' speaking skill in classroom interaction. To do this, Methods of Teaching,rnInterpersonal Relations and Affective Elements were the variables selected.rnTo obtain the aim, three different instruments i.e. classroom observation,rnquestionnaires and interview methods were used.rnThree different Grade 11 sections from different schools were observed. Grade 11rnEnglish teachers in those schools were asked to give their opinion for the questionnaires.rnThe English teachers of the observed sections and 5 students from each observed sectionrnwere interviewed.rnThe resu lts of the study show:rnTeachers did not balance accuracy and fluency work in classroom interaction.rnThey focused more on accuracy work.rnTwo teachers were more direct than indirect in their influence in thernclassroom. One was found more indirect.rn71.67% and 71 .1 % of the classroom talk was done by two teachers whereasrnone teacher did 48.33% of the talk.rnOrganising group work has not become practical by the majority of thernteachers yet.rnThere was an awareness by both teachers and students that lack ofrnpreparation from the teacher's side can lead to unfavourable teacher-studentrnrelation.rnAsking few students only has been found discouraging for the majority.rn66.67% of the students who were interviewed responded that they have beenrndeprived of getting the opportunity to exercise oral activities in English in theirrnschool years up to now.What the three interviewed teachers believe about speaking activitiesrntheoretically and what is seen in the two classrooms practically wasrncontradicting.rnThe teacher who graduated recently has relatively shown a betterrncommunicative approach which helped students to use the language in oralrnactivities Based on the findings conclusions have been reached and recommendations arerngiven to minimize the problem and develop students' skill that requires to communicate orally