DADDOU, Nour EL HoudaBENNAFLA, AmelHAMZAOUI, Chahrazed2025-07-072025-07-072025-06-23http://dspace.univ-temouchent.edu.dz/handle/123456789/6430With the Algerian government's decision to displace the French language and officially recognize English as the most important foreign language in all educational institutions, it has become of utmost necessity to improve the writing proficiency of English foreign language learners. The aim of this research work is to seek a better understanding of the role of classroom interaction in improving EFL learners' writing skill while, at the same time, experiencing a firsthand account of the teaching approaches and methods used by English foreign language teachers. This case study has used a triangulation of research instruments including a questionnaire, an interview alongside classroom observation, and a mixed methods approach to data analysis. The sample population consists of 60 first year EFL students and three Teachers. The results revealed that classroom interaction plays a significant role in enhancing the students writing skill that will surely be beneficial in adapting to the professional world. Another interesting result is that both teachers and students had a positive perception towards the significance of classroom interaction to reach better fluency in writing.enClassroom interaction, Teacher-Student interaction, collaborative learning, teaching learning strategies, writing skillsInteraction en classe, interaction entre l'enseignant et l'élève, apprentissage collaboratif, enseignement des stratégies d'apprentissage, compétences en matière d'écritureالتفاعل في الصف، التفاعل بين المعلم والطالب، التعلم التعاوني، استراتيجيات التعليم والتعلم،مهارات الكتابةThesis