This study aims at exploring, in details, the nature of classroom interaction in some Libyan primaryschools. It is based on a qualitative research design, in which two methods of data collection wereemployed: classroom observation and stimulated recall interviews. 24 teaching sessions wereobserved, 12 of them were video recorded. Six video-recorded lessons were transcribed using aframework adapted from Sinclair and Coulthard's (1992) system of discourse analysis. The overallfindings show that interaction in all the lessons observed was tightly controlled by the teachers. Thestudy provides a fundamental basis for understanding the nature of classroom interaction in EFLprimary classrooms that can be used as a basis for further research in Libya and elsewhere.
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