Özet:

To sustain interest and provide motivation with the young adult learners of English as a second/foreign language at tertiary classroom settings, this paper argues for the inclusion of one teacher-specific motivation factor, namely, INTERACTION. A questionnaire comprising 15 item statements to elicit learners’ views on the efficacy of interaction was administered to 363 participants with an age range of 18-24. Findings indicate, in general, that the phenomenon of interaction is favored as a device for motivation. Certain psychological dimensions are identified for interaction factor. Identifying and quantifying this factor within the teacher-specific motivational area as conceptualized by Dörnyei (1994), the paper finally suggests that appropriately higher level of interaction between teachers and students positively contribute to foreign language learning in varying degrees

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