Research findings have shown that classroom interaction is very important and helps students develop necessary skills such as exploring knowledge and developing critical thinking skills. The complicated nature of classroom interaction can have different forms, such as teacher-student, student-student, and in each school context different types of interactional behavior can be observed. Students can participate enthusiastically or remain silent most of the time. Most teachers may encourage students to speak in class, others may consider speaking participation not that important for students' academic performance and do not attempt to get their students to participate in class. One possible reason for students' silence in class is that most students learn English as an academic subject or simply to take an entrance exam. Ellis (1985) discussed issues related to foreign language acquisition: student language, external factors, and second language acquisition in the classroom. Another potential reason may be that student learning and academic success are not always linked to classroom participation and interaction. They get good grades without participating in class. However, if the knowledge gained cannot be used to solve a problem or the student cannot use it in a real-life situation, then meaningful learning will not take place. As a result, grades cannot be used as a reliable source for measuring student achievement. Research findings show that asking questions, offering comments, and any type of classroom participation have beneficial effects and increase students' critical thinking skills. Like Allwrit(1984) who considers classroom interaction as a fundamental fact of classroom pedagogy, since everything and never...... middle of paper ...... intake behavior is influenced by external factors such as their cultural beliefs or practices, their learning situation such as: teachers' attitude, teaching style and other course-related factors such as class size and classroom activities.1.3. Purpose of the StudyThe purpose of this study is to find and analyze the risky behavior of language learners. In this study, I will review previous studies that have investigated English learners' risk-taking behavior in order to identify common factors that characterize learners' risk-taking. Our goal is to find answers to current research questions:1. What are the factors that inhibit Turkish students from taking risks in EFL classrooms?2. The extent to which students with high risk-taking ability differ from students with low risk-taking ability in terms of the factors they find that inhibit them from taking risks?3.