摘要：AbstractPurpose The main aim of this research was studying the effects and implications of interactional learning practice in classroom.Method The main instrument was a scale, including 27 items that were multiple choices, alpha coefficient was 0.81. 165 students were randomly selected by clustering sampling.Results The findings of regression indicated that interactional learning has significant effect on learning motivation (R2 =0.511,β=0.712, P<0.000) also it showed that interactional learning can affect quality of teaching (R2=0.472, β=0.685, P<0.000).Conclusion If the learners regard the learning task as a corporate responsibility and interact with each other while the teacher acts as a moderator they show great motivation to learn lessons.
