摘要：One of the main principles of education is interaction. In language classes, learners should have more autonomy to have interactions among themselves as well as with the teacher. Second language learners are more likely to achieve better levels of comprehension of the new input in their effort to communicate through interaction. Based on socio-cultural theory, language has both functions of communicative tool and a psychological tool which mediates meaning between the individual and the linguistic goal and therefore assists the cognitive development process. This study investigates interactive language teaching among the English high school teachers. The researcher investigated the effect of individual factors, gender, educational background, teacher education, and marital status of teachers on their tendency to interactive teaching. The results of the study showed that some of the above factors influence the teacher’s tendency to interactive teaching.
